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ARMS  AND  THE  BOY 


<Photo   by    International    News    Service) 

Major-General    Leonard    Wood,    U.    S,    A.,    and    Colonel    L.    R 
Gignilliat  Watching  Drills  of  High-School  Cadets 


Jl 


ARMS  AND  THE  BOY 


i 


Military  Training  in  Schools 
and  Colleges 


Ts  Value  in  Peace  and  Its  Importance  in  War 
With  Many  Practical  Suggestions  for  the  Course  of 
||L      Training  and  With  Brief  Descriptions  of 

B  the  Most  Successful  Systems 

B  Now  IN  Operation 


Bt 


COLONEL  L.  R.  GIGNILLIAT 

Superintendent  of  Culver  Military  Academy 


with  introduction  by 

HONORABLE  NEWTON  D.  BAKER 

Secretary  of  War 


.LUSTRATBO 


INDIANAPOLIS 

THE  BOBBS-MERRILL  COMPANY 

PUBLISHERS 


Copyright  I916 
The  Bobbs-Merrill  Company 


PRESS    OF 

BRAUNWORTH   t    CO. 

BOOKBINDERS    AND    PRINTERS 

BROOKLYN,   N.   Y« 


INTRODUCTION 


r 

m  At  the  inauguration  of  President  Wilson  I  was  in  Washing- 
ton  and  attended  a  theatrical  performance  in  the  New  ITa- 
tional  Theater.  Just  before  the  plaj  began,  the  Culver  cadets, 
who  were  in  "Washington  in  a  body,  marched  into  the  theater 
and  occupied  a  dozen  rows  of  seats  which  had  been  reserved 
for  tliem  in  front.  Their  behavior  was  so  conspicuously  con- 
siderate of  the  rights  of  others,  their  appearance  so  winsome 
and  fine,  and  their  courtesy  so  genuine,  that  I  have  ever  since 
had  a  strong  feeling  that  whatever  might  be  true  of  military 
training  for  boys  in  some  places,  that  given  at  Culver  must  be 
based  upon  a  real  understanding  of  the  process  by  which  boy- 
material  is  fashioned  into  manhood.  Now  I  have  been  per- 
mitted to  read  the  proof  sheets  of  this  book  by  Colonel  L.  R. 
Cignilliat  on  Arms  and  the  Boy,  and  to  say  a  word  to  intro- 
duce it  to  its  readers. 

I  Of  all  callings,  it  has  sometimes  seemed  to  me  that  that  of 
he  headmaster  of  a  secondary  school  for  boys  is  at  once  the 
aost  responsible  and  the  most  delightful;  delightful  because 
he  contact  there  is  with  the  spirit  of  youth  as  it  is  beginning 
0  measure  itself  against  the  task  of  life,  and  responsible  be- 
cause the  problem  is  so  subtle,  requires  so  much  understanding 
of  personal  variation  and  dlilerence,  and  also  because  of  the 
fact  that  a  mistake  made  with  a  boy  is  so  much  more  serious 
than  a  mistake  made  with  a  man. 

Now,  the  value  of  this  book,  written  by  the  headmaster  of 
such  a  school,  is  that  it  does  not  start  out  to  demonstrate  a 
reconceived  thesis,  but  gives  the  results  of  long-continued  ob- 


343119 


INTEODTJCTION" 

servation  and  experience.  5^  Its  conclusions  are  not  militaristic, 
nor  Have  they,  so  far  as  I  am  able  to  judge  them,  the  slightest 
tendency  in  that  direction.  They  do,  however,  seem  to  show 
quite  conclusively  that  military  training  on  the  honor  system, 
and  with  all  unreality  and  sham  taken  away  from  it,  so  that  a 
boy  who  is  undergoing  it  does  not  feel  that  he  is  attending  a 
moot  court,  tends  to  give  boys  straight  bodies,  straight  minds 
and  straight  morals.  The  only  danger  one  hears  urged 
against  this  form  of  education,  properly  given,  is  that  ex- 
pressed by  those  who  fear  that  the  habit  of  obedience  is 
destructive  of  initiative,  and  is  in  some  obscure  way  un-Amer- 
ican. But  I  wonder  whether  the  truth  is  not  that  we  have  so 
little  of  the  habit  of  obedience  in  America  that  our  danger 
really  lies  in  the  other  direction,  and  whether  it  is  not  also 
true  that  obedience  is  really  a  fundamental  virtue  and  doea 
not  involve  a  sacrifice  of  individuality.  "We  obey  the  laws  of 
nature,  we  obey  the  laws  of  man,  we  obey  the  laws  of  home  and 
society,  and  the  whole  process  of  education  is  one  for  learning 
what  things  to  obey  and  acquiring  the  discipline  that  enables 
us  to  give  the  necessary  obedience,  j 

Quite  apart  from  any  comment  of  my  own  upon  this  book, 
however,  its  merits  will  speak  for  themselves,  and  to  those  who 
"want  to  know  what  the  ideals  are  of  a. proper  military  training 
for  boys,  I  §m  free  to  say  that  I  know  of  no  one  to  whom  they 
could  turn  with  greater  confidence  than  the  author  of  this 
book,  no  one  whose  experience  is  larger,  whose  own  ideals  for 
peace  are  higher,  or  whose  success  in  applying  military  edu- 
cation would  entitle  him  to  speak  with  more  authority.  Such 
a  reader  will  find  the  whole  story  told  here  with  enthusiasm 
for  those  truths  which  the  author  believes  demonstrated  by  his 


INTEODUCTIOl^ 

experience,  yet  witH  a  candid  recognition  of  tlie  arguments  on 
the  other  side  and  an  attempt  to  account  for  the  failures 
which  seem  sometimes  to  have  attended  military  education. 
The  hook  is  clear  and  frank  and  helpful.  It  is,  moreover, 
especially  timely  Just  now  when  we  are  all  measuring  the  pos- 
sible content  of  the  universal  obligation  of  citizenship  an^ 
considering  what  real  preparedness  may  mean  for  America. 

N'ewton  D.  Bakkk. 
War  Department,  Washington,  D.  C, 
May,  1916. 


/■ 


$p 


PREFACE 


Frederick  Palmer  tells  a  story  of  an  Irish  recruit,  who, 
after  the  drill  master  had  given  him  first  right  face  and  then 
left  face,  column  right  and  column  left,  hy  the  right  flanh 
and  hy  the  left  flanh,  and  right  shoulder  and  left  shoulder 
arms  for  an  hour  or  so,  threw  down  his  rifle  in  disgust,  saying, 
''Bedad,  I  won't  work  for  a  man  who  changes  his  mind  so 
often." 

With  the  very  general  lack  of  military  information  that 
exists  on  the  part  of  most  of  our  citizens  there  is  a  chance, 
parhaps,  that  some  teachers  and  parents  may  likewise  reach 
an  adverse  conclusion  with  regard  to  military  drill  without 
tlie  opportunity  of  seeing  very  far  into  its  real  whys  and 
"wherefores. 

In  the  hope,  therefore,  that  it  nuay  prove  helpful  and  sug- 
gestive to  the  many  who  are  now  interested  in  military 
training,  but  who  have  lacked  experience  in  its  coordination 
\nih  educational  work,  I  have  attempted  to  bring  together 
ta^a  this  book  some  concrete  information  regarding  the  applica- 
^^ion  of  the  military  system  to  the  various  types  of  institutions, 
j)ublic  high  schools,  strictly  military  boarding  schools,  and 
colleges  with  military  departments. 

In  discussing  the  effects  of  military  training  in  the  schools 

d  colleges,  it  is  necessary  to  recognize  the  wide  variation  in 

e  scope  and  character  of  such  training  in  the  various  classes 

institutions,  to  take  into  account  the  fact  that  some  are 


PKEFACE 

required  by  law  to  give  military  instruction,  tliat  others  are 
doing  so  voluntarily  for  what  they  believe  to  be  its  moral  and 
physical  value,  that  some,  like  "West  Point,  regulate  the 
whole  life  of  their  cadets  from  l-eveille  to  taps  on  a  military 
basis,  and  that  others  rely  on  the  drill  hour  alone  to  fix  the 
habits  and  develop  the  characteristics  that  military  training 
is  supposed  to  induce.  Therefore,  while  there  may  be  some 
slight  overlapping,  it  has  seemed  best  to  discuss  separately 
the  applications  of  military  instruction  in  the  different  types 
of  schools  and  colleges. 

Drill  in  the  high  schools  has  received  attention  particularly 
from  the  standpoint  of  the  present  discussion  of  the  subject. 
An  effort  has  been  made  to  answer  the  objections  that  have 
been  raised  to  such  training,  using  material  that  has  been 
generously  furnished  me  by  those  with  wide  experience  in 
this  field.  Some  practical  data  has  also  been  included  which 
may  prove  helpful  in  the  successful  inauguration  of  such  work 
in  high  schools  that  now  have  military  training  under  con- 
sideration. 

Military  training  in  the  colleges  is  more  briefly  covered  in 
connection  with  the  chapters  on  the  utilization  of  military 
training  in  the  educational  institutions  as  a  means  of  training 
reserve  oflScers. 

The  essentially  military  schools  are  treated  largely  out  of 
my  own  experience  and  in  a  more  or  less  descriptive  fashion. 

This  material  is  presented  with  the  further  hope  that  it 
may  make  some  small  contribution  toward  the  preparation 
of  our  young  men  for  a  more  copiplete  discharge  of  the  duties 


I 


fACE 


of  citizensliip,  whether  in  the  few  years  in  which  the  country 

may  need  their  services  in  its  defense  or  in  the  much  longer 

periods  in  which  more  effective  and  patriotic  discharge  of  the 

normal  civic  duties  of  peace  will  also  mean  much  to  the 

nation. 

L.  K.  G. 


CONTENTS 


OHAPliEB 


PAGE 
1 


II 


HI 


IV 


Some  of  the  Pbos  and  Cons  of  Militaby  Training  . 
Endorsements — Contrary  Opinions — Results  De- 
pend on  Methods  Used — Insufficiency  of  Dogmatic 
Statements — A  Test  of  Military  Discipline — Some- 
thing More  Than  Academic  Discussion. 

Obigix,  Government  Aid  and  Classification      .     .        8 
Influence  of  West  Point — First  Schools— Origin  ol 

^.nnd  Hrnnt.  rolleggs— In  the  High  Schools— In- 
Btructors  and  Equipment — Retired  Officers — Issue 
of  Arms  to  High  Schools — Government  Classifica- 
tion— Illustration  of  Classification — Distinguished 
Colleges  and  Honor  Schools — Commission  for 
Honor  Graduates. 

Life  and  Training  in  the  Essentially  Military 
School 18 

The  Cadet  of  the  Essentially  Military  School — 
Why  Private  Schools  Have  Adopted  the  Military 
Syftem — Success  and  Failure  in  Military  Schools 
— The  Type  of  School  under  Discussion — Value  of 
the  Training — Daily  Life  of  the  Cadet — His  Place 
In  the  Organization — Company  Spirit — In  the  Bar- 
racks—Sizing Him  up  Physically — Getting  into 
Uniform— Putting  Him  on  to  the  Ropes — Begin- 
ning the  Regular  Routine — His  Hour  for  Rising — 
Taking  Care  of  His  Room — Developing  Personal 
Responsibility — Inspection — The  Cadet  at  Mess — 
Study  Hours  and  Classes — Military  Ideals  in  the 
Class  Room— The  Drill  Hour — Drills  with  a  Pur- 
pose— Keeping  up  Interest — Appealing  Feature — 
The  Boy  with  Mechanical  Tastes — Training  His 
Judgment  and  Observation — Guard  Duty  as  a 
Means  of  Developing  Responsibility — His  Leisure 
Time  —  Passes  —  Fun  —  Sunday  —  The  Evening 
Hours — Bodily  Development — Taking  the  Kinks 
Out  of  Him — Acquirement  of  System  and  Order — 
Taking  Care  of  His  Room — Putting  Things  Back 
Where  They  Belong — Special  Furniture — The 
Cadet's  Spiritual  Life— The  Daily  Schedule. 


The  Faculty  of  the  Strictly  Military  School 
The  Academic  Staff— The  Military  Staff— The  Pro- 
fessor of  Military  Science — Other  Military  In- 
structors— Oversight  of  Cadets — Superficial  Over- 
sight and  Oppressive  Surveillance — Relations  Be- 
tween Officers  and  Cadets— Formality  Not  Nece* 
sarily  a  Barrier. 


40 


CONTENTS— Continued 

CHAPTER  PAGE 

V    Studies  and  Methods  of  Instruction  in  the  Mili- 
tary School V^S 

Does  Drill  Interfere?— Special  "Help"  Periods- 
Danger  of  Military  Features  Overshadowing  the 
Academic — Supervision  of  Class-Room  Work-r- 
Mental  Tests — Enhanced  by  Uniform  Life  of  Ca-' 
dets — The  West  Point  Plan — Special  Provisions 
for  Boys  Not  Going  to  College — Developing  Execu- 
tive Qualities— Moderate  Ability. 

VI  Coopebation  of  Cadets  in  Matters  of  Discipline  .  54 
"OfE  Duty"  and  "On  Duty"— Cadet  Officers'  Re- 
sponsibility — Effect  on  Character — Prime  Requi- 
sites— Judging  Fitness  for  Promotion — Training 
of  Cadet  Officers — Relation  to  Other  Cadets — Zeal 
Tempered  with  Kindness  and  Fairness. 

VII    The  System  of  Discipline  in  the  Strictly  Militaby 

School 59 

The  Need  for  Discipline — Building  of  Character — 
Effectiveness  of  the  Military  System — Needs  That 
the  Home  Can  Not  Always  Supply — The  Discipline 
Must  Be  Real — Playing  the  Game — Illustrating 
the  Effect  on  the  Boy — Respect  for  Authority — ^A 
Surgeon's  Testimony — Hazing — Excuse  Offered — 
Sentiment  Against  Hazing — The  School  Must 
Rule — Combinations  Against  Authority — A  Dras- 
tic Stand  for  Discipline — No  Safety  in  Numbers — 
The  Cost  of  Discipline. 

VIII  Rewards  and  Penalties  in  the  Military  School  .  70 
Opportunities  for  Promotion — Other  Rewards — 
Merit  System — Assignment  of  Demerits  and  Pen- 
alties— No  Penalty  Without  a  Hearing — A  Speci- 
men Discipline  Sheet — The  Cadet's  Word— Pen- 
alty Duty — Serious  Cases  of  Discipline — Trial  by 
Court-Martial. 

IX    Ideals  of  the  Military  School 81 

Militancy  and  Militarism — Preparation  for  Citi- 
zenship— The  Spirit  of  Democracy — The  Ideal  of 
Service. 

X  Military  Training  in  the  High  Schools  ....  87 
Criticism  of  Moral  Effect  of  Drilling  With  Rifles 
— Advantage  of  Teaching  Boys  to  Handle  Fire- 
arms— Precautions  Used  in  Handling  Rifle — Im- 
presses on  the  Boy  "Safety  First" — Military 
Training  Should  Be  Given  Properly — Need  for 
Sincerity — Esprit  Can  Not  Be  Engendered  by  Imi- 


CONTENTS— Continued 

CEAPTEB  PAGE 

tatlons— Testimony  from  Those  with  Experience 
— Coordination — Introduction  in  the  High  Schools 

■K         —Information  from  Various  Sources — An  Unusual 
^p         Questionnaire. 

"KljfiiE  Mental  Value  of  Militaey  Training  ...  94 
.V^  Coordinating  the  Work  of  the  Drill  Field  With 
That  of  the  Class  Room — Interest  in  Mathematics 
Stimulated — Cooperation  as  Well  as  Coordination 
Essential — Writing  Military  Orders  as  an  Exer- 
cise in  English — A  Summary  of  Answers  as  to 
Mental  Value — Carrying  into  the  Class  Room  the 
Spirit  of  Competition. 

XII    Advantage  of  ^Militaby  Training  As  a  System  op 

Exercise  and  Its  Relation  to  Athletics      .     .     •     101 

I        Calisthenics— Effect  of  the  Uniform— Constant  Re- 
V  ^pinders — Criticism    of    Set-Up — An    Incentive   to 

^^ood  Carriage — Doctor  Darby's  Experiment — The 
Drill  and  the  Giving  of  It— Close  Order  Drills — 
Interesting  and  Beneficial  Forms — Test  of  Boy's 
Ability  to  Handle  Rifle — Summary  of  Answers 
Regarding  Physical  Value — Limitation  in  Results 
That  May  Be  Achieved  in  Day  Schools. 
What  Is  the  Effect  of  Military  Training  on  AthleU 
icsf  Is  It  a  Substitute  for  Athletics? 
Military  Athletics — Summary  of  Answers. 

XIII    The  Merits  of  Military  Training  as  a  System  of 
^   Discipline 112 

Citizenship — Developing  Responsibility — Present 
Insuflaciency  of  School  Discipline — Need  for  Dis- 
cipline— As  a  Preparation  for  Business — Evidence 
That  Military  Training  Inculcates  Discipline — 
Testimony  as  to  Economic  Value. 

What  Advantage  Does  Military  Training  Have 
Over  the  Usual  System  Employed  in  Schools? 

Effectiveness  as  Moral  Training — Advantage  in 
Molding  Student  Opinion — Effect  on  Lying  and 
Cheating — Incentive  to  Right  Living  and  Think- 
ing— A  Means  of  Developing  Will  Power — Other 
Views — Boys  Realize  Value  of  Discipline — Assist- 
ance from  Students  in  Maintaining  Discipline. 

For  an  Ordinary  School,  Is  Military  Training  Bet' 

ter  Than  a  System  Which  Tries  to  Train  Its 

Students  to  Act  With  Reason  as  a  Basis 

Rather  Than  Implicit  Obedience? 


CONTENTS— Continued 

CHAPTEB  PAQB 

A  Noted  Educator's  Objection — Emphasis  on  In- 
itiative— Blind  Unthinking  Obedience — Obedience 
as  the  Basis  of  Team  Work — Distinction  Between 
Leadership  and  "Drivership" — Neither  Reason 
Nor  Implicit  Obedience  Successful  Alone. 

Does  Military  Discipline  Produce  the  Feeling  of 

Restriction  Among  Cadets  and  Cause  Them  "* 

to    Break    Violently    Away    from    jRe- 

straint  When  Out  of  Its  Control? 

Is  It  True  That  Military  Trained  Men  Do  27ot 

Readily  Suhmit  to  Less  Vigorous  Control  and 

That  They  Poorly  Obey  Civil  Law? 

Does  It  Produce  the  Form  Without  Developing  the 

Spirit  of  Obedience f 

XIV    The  Military  Value  of  Cadet  Tbaining  in  the 

Schools 127 

Instruction  from  the  Military  Standpoint — A 
Game  of  Troop  Leadership — Rifle  Practise — Siodi- 
fied  Target  Practise — For  Boys  Under  Eighteen — 
Discipline  and  Appeal — Zest  and  Imagination — 
Greater  Adaptability — Physical  Endurance — Gen- 
eral Wood's  Estimate — Other  Views. 

Do  Records  Show  That  Students  So  Trained 
Join  the  Militia? 
High-School  Companies  as.  Units  of  the  Militia — 
Coordination  of  High-School  Training  With  Na- 
tional Guard— Closer  Relationship  With  Militia- 
Opposition  of  Labor  Unions — Newspaper  Quota- 
tions. 

XV    Extent  to  Which  Militaky  Training  Should  Be 

Used  in  the  High  School 139 

Influence  of  Drill  on  Life  of  School — Effect  of  the 
Uniform — Other  Answers. 

Should  Military  Training  in  the  High  Schools  Be 

Compulsory  for  All  Students? 
Excuses  on  Request  of  Parents — Excuses  Exempt- 
ing Those  Who  Need  Drill  the  Most— Do  Students 
Like  Military  Training? 

At  What  Time  of  Day  Is  Military  Instruction 
Best  Given?   In  School  Hours  or 
Out  of  School  Hours? 
Drill  Before  School— Afternoon  Drill — Time  De- 
voted to  Drill — Extra  Drills — At  What  Grade  Can 
Military   Instruction  Advantageously   Be   Given? 
— For    Younger    Boys — Value    of    Camps — High 
Schools  That  Have  Held  Camps, 


CONTENTS— Conf  inued 

CnAI'TEB  PAGE 

XYI  The  Secubixq  of  Competent  Ixstrtjctobs  of  Mili- 
tary Drill  and  the  Selection  and  Duties  of  Cadet 
Officers 150 

Necessary   Qualifications — How  a  Competent  In- 
structor May  Be  Obtained — Possibility  of  Secur- 
ing    Army     OflScers  —  Can     Civilian     Teachers 
Qualify? — Instruction  That  Commands  Respect — 
Does  Military  Training  Produce  an  Exaggerated 
Sense  of  Importance? — The  Cadet  Officer's  Sense 
of   Responsibility — Selection   of   Cadet   Officers — 
Election  of  Cadet  Officers — Value  of  Elective  Sys- 
tem— Selection  of  Cadet  Officers  by  Faculty — Ap- 
pointment on  Basis  of  Competitive  Examination 
and    Efficiency    Record — Recommendations    from 
^^MH        Graduating  Officers — Qualities  to  Be  Considered — 
^^Hl|       Training    in    Leadership — Other    Factors    to    Be 
^^VV       Considered — ^Very  Young   Boys — The   System   in 
^^m  California  High  Schools — Cadet  Colonels  and  Ma- 

HjF  jors — Drawback  to  Promotions  on  Basis  of  Senior- 

W^  ity — Try  Outs — Necessity  for  Special  Training  and 

f  Instruction — ^An  Illustration — Reducing  the  Inef- 

ficient. 

XVII    Tue  Question  of  Unifobm 163 

Uniform  Puts  All  on  Democratic  Basis — Expense 
— State  Aid — Government  Uniform — Service  Uni- 
form for  High-School  Use — Fit  and  Care  of  Uni- 
forms— Insignia  and  Merit  Badges — Chevrons  and 
Insignia  of  Rank. 

XVIII  /The  Land  Grant  Colleges  and  Military  Schools  as 

Source  of  Reserve  Officers 170 

(Inadequate  Training — Officers  from  the  National 
Guard — Non-Commissioned  Officers  of  the  Army 
as  Volunteer  Officers — Number  of  Reserve  Officers 
Needed — Can  Colleges  Train  Officers  Effectively? 
— Broader  Training  of  Strictly  Military  Institu- 
tions—The Test  of  War — Ability  to  Provide  Train- 
ing of  Modern  Officer — Present  Interest  in  Col- 
I  leges — Will  the  Interest  Wane? — Need  for  Utiliz- 
ing Various  Types  of  Schools — Officers  Requiring 
Highly  Technical  Training — Estimate  of  the  Num- 
ber of  Trained  Officers — Cadet  Companies  for 
Training  Reserve  Officers  —  Special  Training 
Schools — A  Plan  That  Offers  a  Strong  Appeal  to 
College  Spirit — Obligations  and  Advantages — Age 
Limit — Not  Every  Student  Need  Enroll — Effect  on 
Militia — Economy  of  Plan — Plan  for  a  Reserve 
Officers'  Training  Corps — Requirements  of  Insti- 
tutions— Striking  a  Balance — Land  Grant  lastl- 


^III  /Ti 


COH^T'ENTS— Continued 

CHAPTEB  PAGE 

tutions*  Failure  to  Give  Efficient  Instruction — Ob- 
ligatioBS  of  Land  Grant  Colleges — Failure  to  Pre- 
scribe Extent  of  Training — ^Will  They  Maintain 
Efficient  Instruction  in  the  Future? — Extent  of 
Proposed  Course — Conditions  Under  Which  Dis- 
ciplinary Influences  May  Be  Made  Effective — ^Ac- 
cording Recognition  to  Military  Department — 
Breaches  of  Discipline — Obtaining  Effective  Re- 
sults— Blame  for  Poor  Work — One  Professor  to 
Two  Thousand  Students — The  Students'  Interest 
—What  Is  There  in  It  for  the  Student?— Tempo- 
rary Commission — Senior  and  Junior  Units — 
Scope  of  Training  in  Preparatory  Schools — Spe- 
cial Insignia — A  Feasible  and  Economical  Plan. 

QUESTIONNAIBE  SENT  OUT  IN  GaTHEBING  MATERIAL      .      196 


APPENDICES 

APPENDIX 

I  Suggestions  for  Stabtino  Drill  in  Schools  Where 
Military  Instruction  Has  Not  Previously  Been 
Given 209 

To  Begin  the  Work 
Preparation  of  Equipment — Starting  the  Instruc- 
tion— Subsequent  Instruction — Squad  Movements 
— Special    Drills    for    Squad    Leaders — Issue    of 
Rifles— Manual  of  Arms. 

Indoor  Instruction  in  Bad  Weather 
Panoramic  Sketching — Method  of  Drawing  to 
Scale — Omit  Foreground  on  First  Sketch — Con- 
structive Criticism  Is  Most  Effective — Special 
Ruled  Paper  Should  Be  Used — Topographical 
Sketching— The  Pace  Scale— The  Sand  Table- 
Contour  Lines — Permanent  Sand  Table  Terrain — 
Signaling— Visual  Signaling. 

II  The  Wyoming  Plan.  A  Detailed  Description  Not 
Heretofore  Published  of  the  Method  of  Selecting 
Competition   Units  and  a  General  Outline  of  the 

Course  of  Instruction 224 

Competition    Units — Essence    of    the    Wyoming 
System — Intraschool  Competition. 

Report  on  the  Wyoming  Plan 
Good   Citizenship  —  Military    Preparation  —  Rifle 
Practise — Troop  Leadership  Competitions — Week- 
end   Camps  — Summer    Camps  —  Discussion    of 


CONTENT  S^Continued 

APPEFDIX  PA.QH 

Course — Moral  Preparation — Civic  Preparation — 
Business  Preparation. 

jjLu  Report  of  Superintendent  of  Cheyenne 

\^  High  School 

Camp — Public  Exhibitions  —  Uniforms  —  Benefits 

from  Drill. 

III  Ax  Ethical,  Physical,  Militaby  System  of  Train- 
ing FOB  Boys 237 

Instruction  of  Boys  Not  Sufficiently  Developed  to 
Drill  With  Rifles— Instruction  After  Pupil  Has 
Reached  Fourteenth  Year — Instruction  Beginning 
With  Sixteenth  Year — Historical  Instruction — 
Providing  Competent  Instructors — Importance  of 
Early  Training. 

IV  Tbaininq  and  Discipline  of  the  Salt  Lake  City 
High-School  Cadets 243 

V  Issue  of  Rifles  and  Ammunition  to  High  Schools 
AND  Other  Institutions  Not  Having  Officers  of 
the  Army  Detailed  as  Pbofessobs  of  Military 
Science 246 

Yl    California  Rules  and  Regulations  fob  the  Gov- 
ernment of  High-School  Cadets 252 

The  Law  of  the  State  of  California  Authorizing 
High-School  Cadet  Organizations — Number  in  Ca- 
det Companies;  Age  Limit;  Authority  of  Principal 
—Permission  to  Use  National  Guard  Ranges — In- 
spection by  State  Officers — Property  Responsibil- 
ity— Books  and  Forms — Commandant  of  Cadets — 
[K        High-School    Authority  —  Organization — Appoint- 
H       ments  and  Promotions — Commissions  for  Cadet  Of- 
'"^       fleers — Seniority — Reductions — Registration — Uni- 
form— Studies — Discipline — Method  of  Investigat- 
iH^       Ing    Breaches    of    Discipline — Responsibility    for 
n       Company   Discipline — Merits — Demerits — Conduct 
IV       and  Deportment — Responsibility  of  Cadets  for  En- 
forcing Discipline — Cadet  Officer  of  the  Day — Re- 
strictions Regarding  Use  of  Arms  and  Ammuni- 
tion— Disapproval  of  Official  Action — Redress  of 
Grievances — Religious  Duties — Tobacco  and  Intox- 
icants —  Comradeship  —  Jealousy  —  Sportsman- 
ship— Neatness — Neglect  of  Studies — Politeness — 
■K       Protection  of  Weak — Purity — Profane   Language 
IB       — The    Cadet's    Glory— Target    Practise — Gallery 
IH       Practise — Estimate  Distances — Rifle  Club — Junior 
IH       Marksman  —  Inter-School  Competition  —  Military 
IH       Correspondence — Ignorance    of    Regulations    no 
IB        Excuse* 

■ 


CONTENTS— ConiiwwecZ 
APPENDIX  PAGE 

Extracts  from  a  Letter  from  the  Adjutant 
General  of  the  State  of  California 

Appropriation  by  Legislature — Expense  of  Uni- 
forms —  Number  of  Companies  —  Teachers'  Cer- 
tificates and  Remuneration. 

VII  Suggestions  foe  Rifle  Practise  in  High  Schools. 
By  Captain  W.  R.  Kennedy,  Instructor  of  Rifle  Prac- 
tise, Culver  Military  Academy 270 

Rifle  Team  Organization — Construction  of  Gal- 
leries and  Purchase  of  Rifles — Purchasing  Sup- 
plies from  the  Government. 

VIII    Instruction  of  High-School  Boys  in  Rifle  Shoot- 
ing IN  THE  Public  Schools  of  New  York  City    .     .    273 

Marksmanship 
Badges  and  Qualifications — Practise  in  National 
Guard  Armories — Number  Qualifying — The  Army 
Practise  Rod. 

Shooting  at  PeeTcsJcill  State  Range 

Range  Practise — Conduct  of  Boys  at  Matches — 
Value  of  Practise  on  Sub-target  gun  machine — In- 
fluence on  clean  and  manly  living — Value  as  a 
Guarantee  of  Peace. 

Extract  from  Letter  from  General  Wingate  Re- 
garding Additional  Equipment  for  Rifle 
Practise  and  Introduction  of  Ele- 
mentary Drill 

Rifle  Practise  in  Salt  LaTce  City  High  Schools 
IX    Rifle  Practise  for  High  Schools  of  California      .    281 
Description  of  System 
Range — Targets — Course — Back  Stop — Method  of 
Firing — Classification — Insignia — State  Champion- 
ship— Adjutant  General's  Cup,  Gallery  Shooting — 
Adjutant  General's  Cup,  Record  Practise  Service 
Ammunition. 

Individual  Competitions 
X    Summer  Camps  for  High-School  Students    .     .     .     288 
Organization — Interest  in  Work — Proficiency  Ac- 
quired— Extent  of  Instruction — Method  of  Select- 
ing Students  and  Value  of  Plan — Gain  from  In- 
tensive Instruction. 

XI  Certificate  Issued  by  the  War  Department  to 
Graduates  of  Miutaby  Schools  and  Colleges  to 


CONTENTS— Con^inuec? 
Appendix  page 

Which  Officers  of  the  Army  Are  Detailed  as  Pbo- 
FEssoBS  OF  Military  Science  and  Tactics  ....     295 

XII  Securing  Military  Instructors  and  Arms  And 
Equipment  from  the  Government — Purchasing 
Uniforms  Economically 297 

Securing  an  Army  Officer  as  Military  Instructor 

Active  Officers  or  Retired  Officers  With  Full  Pay 
from  the  Government — Retired  Officers  With  Dif- 
ference Between  Active  and  Retired  Pay  Paid  by 
School — Condition  Under  Which  the  Detail  of  an 
Officer  May  Be  Secured — Detail  of  Retired  Non- 
commissioned Officers — Choice  of  Institution  in 
Matter  of  Officer  to  Be  Detailed— List  of  Available 
Retired  Officers  from  Adjutant  General — Extra 
Pay  —  How  Applications  Are  Made  —  Securing 
Arms  and  Equipment  from  the  Government — 
Equipment — Ammunition — Buildings — Uniform. 


xni 


XIV 


XV 


XVI 

>rvii 


1^ 

5CVTII 


Table  Showing  Income  of  Land  Grant  Colleges 
from  United  States,  Time  Allotted  to  Military 
Instruction  per  Year  and  Money  Allotted  to  Mili- 
tary Departments 305 

Condensed  Tabulation  of  Answers  to  Question- 
naire Sent  to  Land  Grant  Colleges 307 

Making  a  Success  op  the  Military  Course  in  a 
University.  Giving  the  Organization  and  Course  of 
Instruction  of  a  Successfully  Conducted  Military  De- 
partment at  the  University  of  Illinois      ....     313 

Extracts  from  Report 

Classification — Appropriation  and  Expenditures — 
Organization — Conditions  of  Service  in  Military 
Department;  Pay  for  Cadet  Officers — Military 
Credits  Necessary  for  Graduation — Theoretical 
and  Practical  Instruction — Rifle  Teams — Military 
Topography  —  Military  Information  Division  — 
Duty  of  the  College  in  Building  up  Reserve  Force 
— National  Guard  Units  Composed  of  Students. 

The  Reserve  Officers'  Training  Corps  in  England    320 

A  Five-Year  Combined  Military  and  Classical  or 
Technical  Course  for  Colleges  Suggested  by  Presi- 
dent Edmund  J.  James  of  the  University  of  Il- 
linois         324 

Suggestions  for  Military  Courses  in  Non-Military 
Educational  Institutions,  from  a  Circulab  Issued 


CONTENTS— Continued 

APPENDIX  PAGE 
FEOM  HEADQUAETEBS  EASTERN  DEPARTMENT  BY  DIREC- 
TION  OF   Major   General   Leonard   Wood,    Depart- 
ment Commander 326 

XIX  Plan  for  Military  Instruction  at  Haevabd  Uni- 
versity      S32 

Schedule  of  Instruction— Credit  Toward  College 
Degree — Enrollment  Agreement — Course  in  Mili- 
tary Science. 

XX    The  Organization  op  Field  Aetillebt  at  Yale  Uni- 
versity      336 

The  Organization  of  the  Yale  Undergraduate 
Batteries 
How  the  Movement  Was  Begun — ^Need  for  Field 
Artillery — Response  from  Students — Connection 
With  National  Guard — The  War  Department's  In- 
terest in  This  Work — Course  of  Instruction — 
Progress  of  the  work. 

XXI  Military  Instruction  Camps  for  Students.  Pre- 
pared by  Lieutenant*  R.  G.  Sickles,  Culver  Military 
Academy.  Lieutenant  Sickles  Was  a  Member  of  the 
Burlington  Camp  in  1914 341 

History  of  Camps — Object  of  the  Plan — Course  of 
Instruction — Expense  to  Students — Provision  for 
Future  Camps — Success  of  the  Project. 

XXII    Compulsory  Military  Training  for  the  Boys  of 

New  York 347 

The  Military  Commission— Time  Given  to  Drill- 
Field  Training — Use  of  State  Property — Instruc- 
tors— Compulsory  Physical  Training. 

Index 353 


ARMS  AND  THE  BOY 


4 
I 


INARMS  AND  THE  BOY 
m^  CHAPTER  I 

SOME  OF  THE  PROS  AND  CONS  OF  MILITARY  TRAINING 

Professor  Orton  of  Ohio  State  University  has 
spoken  of  military  training  as  "the  most  important 
tool  in  our  whole  educational  kit,"  and  President 
Thompson  of  the  same  institution.  President  James 
f  of  Illinois,  President  Schurman  of  Cornell,  and  many 
other  successful  educators  have  gone  on  record  with 
an  endorsement  of  such  training  for  students  apart 
from  its  military  value. 

Endorsements. — ^There  are  others,  however,  who 
take  quite  the  opposite  view,  and  between  the  argu- 
ments of  those  who  endorse  military  training  and 
those  who  oppose  it,  parents  and  teachers  are  often 
left  in  the  uncertain  frame  of  mind  of  a  jury  that 
has  just  heard  the  two  sides  of  a  case  presented  by 
opposing  counsel  with  what  appears  to  be  equal  bril- 
liancy and  equal  convincingness. 

Contrary  Opinions. — Parents  and  teachers  are  told, 
on  the  one  hand,  that  military  training  will  afford  an 
effective  discipline  that  is  much  needed  by  our  modem 
youth. 

They  are  cautioned,  on  the  other  hand,  by  those  who 


2  ARMS  AND  THE  BOY 

object  to  military  training,  that  it  provides  discipline 
of  the  wrong  type,  discipline  that  destroys  initiative 
and  makes  the  boy  wooden.  Furthermore,  they  are 
warned  that  military  drill  will  make  the  boy  blood- 
thirsty, and  will  benumb  the  higher  and  finer  elements 
in  his  mind. 

If  it  is  asserted  that  schoolboys  need  more  muscle 
and  better  physiques  as  well  as  more  effective  disci- 
pline, and  that  military  training  will  provide  both 
effectively,  the  objectors  reply  that  drill  is  of  no  value 
as  an  exercise;  that,  in  fact,  it  is  injurious;  that  it 
makes  a  boy  so  lopsided  you  can  tell  as  far  as  you 
can  see  him  that  he  has  carried  a  rifle. 

When  the  argument  is  advanced  that  it  is  desirable 
that  the  boy  should  have  some  training  for  the  mili- 
tary service  which  every  able-bodied  citizen  may  at 
some  time  be  called  on  to  render  in  his  country's 
defense,  the  reply  is  made  either  that  such  training 
should  be  given  in  mature  years  or  that  the  smatter- 
ing of  drill  a  boy  gets  in  school  will  do  him  more  harm 
than  good  when  it  comes  to  actual  service. 

Results  Depend  on  Methods  Used. — In  the  midst  of 
so  much  conflicting  testimony  it  is  not  surprising  that 
both  parents  and  teachers  are  sorely  puzzled  to  know 
who  is  right  and  who  is  wrong. 

I  should  be  inclined  to  say  that  both  sides  are  right 
and  both  sides  are  wrong,  that  everything  depends  on 
how  the  training  is  given. 

In  my  opinion,  there  are  schools  and  colleges  that 
have  justified  by  their  perfunctory  work  practically^ 


ARMS  AND  THE  BOY  3 

/ 

every  criticism  that  has  been  raised  against  military 
training  for  schoolboys  and  college  men,  and,  on  the 
other  hand,  there  are  institutions  in  both  classes  that 
have  proved  conclusively  that  military  training  prop- 
erly given  means  higher  ideals  of  citizenship  for  the 
gtudent,  more  effective  discipline  and  a  better  physical 
basis  for  educational  training  and  life.   > 

Insuflaciency  of  Dogmatic  Statements. — It  is  easy 
enough  for  both  sides  to  a  controversy  to  make  purely 
dogmatic  statements,  and  with  such  statements  settle 
the  matter  to  their  own  satisfaction.  But  the  thought- 
ful parent  and  the  unbiased  teacher  want  more  than 
this. 

I  should  like  at  this  point  to  relate  an  incident  which 
to  my  mind  demonstrates  the  qualities  which  proper 
military  training  should  induce ;  namely,  'service,  cour- 
age, discipline  and  physical  endurance. 

I  shall  be  pardoned,  I  am  sure,  for  taking  this  illus- 
tration from  the  institution  with  which  I  am  con- 
nected, for  illustrations  are  always  more  convincing 
when  they  fall  within  one's  own  experience. 

A  Test  of  Military  Discipline. — One  of  the  most 
satisfying  tests  of  military  discipline  that  has  come 
under  my  personal  observation  occurred  during  the 
floods  of  1913.  The  city  of  Logansport,  Indiana,  is 
located  at  the  junction  of  the  Eel  and  Wabash  Rivers. 
For  a  time  it  was  in  as  desperate  a  plight  as  any 
city  in  the  flooded  district.  Some  hundred  cadets  went 
to  the  rescue,  using  man-of-war  cutters  that  had  been 
loaned  them  by  the  national  government  for  the  pur- 


4  ARMS  AND  THE  BOY 

poses  of  naval  instruction.  The  call  for  help  came 
about  midnight.  The  cutters,  which  are  twenty-eight 
feet  long,  eight  feet  in  beam  and  weigh  three 
thousand  pounds,  were  stored  for  the  winter  in  boat 
houses.  Working?  by  the  light  of  lanterns  the  cadets 
loaded  these  boats  on  flat  cars,  finishing  the  arduous 
task  about  three  A.  M. 

Rations  for  a  day  were  issued,  and  the  cadets  who 
were  to  man  the  boats  clambered  into  the  caboose 
and  the  train  pulled  out  into  the  darkness,  feeling  its 
way  over  weakened  bridges  and  culverts.  It  finally 
reached  Logansport  just  as  day  was  breaking. 

The  cadets  skidded  their  boats  off  the  cars  and  slid 
them  down  the  street-car  track  for  a  couple  of  blocks 
until  they  floated.  Then  they  manned  their  oars  and 
pulled  toward  the  sections  in  greatest  distress,  near 
the  banks  of  the  river. 

The  current  grew  more  swift  and,  finally,  in  a  great 
rushing  swirl  at  a  street  crossing,  the  first  boat  was 
dashed  against  a  telegraph  pole,  smashing  two  of  its 
heavy  fourteen-foot  oars.  Fortunately,  extra  oars  had 
been  supplied. 

From  then  on,  ensued  a  hard  all-day  battle  with  swift 
currents  and  foaming  eddies,  dangerously  complicated 
with  wires  and  treetops.  Snatching  a  mouthful  of  cof- 
fee occasionally,  as  they  came  to  shore,  the  cadets 
worked  unceasingly. 

During  the  afternoon  they  kept  steadily  on,  although 
half  blinded  by  a  driving  snow-storm  and  with  hands 
so  cold  that  they  could  with  difficulty  retain  their 


Main  Building— New  Mexico  Military  Academy, 
Roswell,  New  Mexico 


Cadets  of  St.  John's  College,  Annapolis,  Maryland 

i 


I 


ARMS  AND  THE  BOY 


g:rasp  of  the  oars.  Women  and  children  were  tenderly 
helped  down  from  roofs  and  windows;  the  sick,  the 
hungry  and  the  cold,  the  aged  and  infirm,  were  put  into 
the  boats  and  taken  to  places  of  safety  without  a  slip 
or  a  mishap. 

By  the  second  evening  fourteen  hundred  people  had 
been  taken  from  the  inundated  district  by  these  boys 
in  their  four  cutters.  And  then  securing  their  boats 
because  the  waters  had  receded  too  far  to  make  it  pos- 
sible to  get  them  back  to  the  railroad,  they  marched  by 
ji  long  detour  back  to  the  depot. 

By  all  the  laws  of  nature  they  should  have  been 
(jxhausted,  but  they  went  their  way  with  a  swinging 
{jtep,  singing,  and  occasionally  giving  a  school  yell. 

I  do  not  mean  to  say  that  boys  of  a  civilian  school 
would  not  have  been  just  as  anxious  to  lend  the  aid 
that  these  cadets  did,  but  what  I  do  mean  to  say  is  that 
they  could  not  have  done  it. 

Even  if  they  had  had  the  physical  endurance  they 
would  have  lacked  the  organization,  the  perfect  coordi- 
nation. Obedience  had  to  be  automatic;  there  were 
times  when  instant  response  to  commands,  absolute 
coolness  and  absence  of  confusion  meant,  perhaps,  the 
lives  of  a  boat  load  of  people. 

It  was  not  the  fact  that  these  boys  rendered  this 
service  but  that  they  did  it  so  effectively,  without  slip 
or  accident  and  merely  as  a  matter  of  course,  that  I 
consider  such  a  fine  demonstration  of  the  effects  of 
military  discipline.  -^  ' 

The  people  of  Loganspqrt  have  erected  in  commemo- 


h. 


6  ARMS  AND  THE  BOY 

ration  of  this  service  a  handsome  gate  at  the  entrance 
of  the  school.  It  seems  most  fitting  that  the  cadets  of 
the  institution  as  they  enter  and  as  they  leave  should 
have  this  reminder  of  the  value  of  discipline  and  effi- 
ciency and  of  the  ideals  of  service  to  their  fellow  men. 

Once  after  this  incident  I  was  talking  to  a  boy  who 
wanted  to  give  up  in  the  face  of  some  small  discour- 
agement. I  had  talked  to  him  quite  a  while  without 
effect.  Finally  I  said  to  him :  "Do  you  suppose  when 
we  took  those  cadets  to  Logansport  that  we  would 
have  dared  to  risk  including  a  man  who  had  ever  shown 
the  kind  of  spirit  you  are  showing  now,  or  a  fellow  we 
knew  would  be  wiljing  to  quit  under  any  circum- 
stances ?" 

The  effect  of  that  concrete  illustration  was  imme- 
diate.   "I  will  stick  it  out,  sir,"  he  said,  and  he  did. 

Something  More  Than  Academic  Discussion. — ^I  do 
not  mean  to  imply  that  the  incident  which  I  have  just 
described  answers  every  objection  to  military  training 
and  proves  every  contention  in  its  favor.  It  relates, 
of  course,  to  a  strictly  military  institution  in  which 
the  cadet  is  under  the  soldier's  rules  and  regulations 
twenty-four  hours  out  of  the  twenty-four,  and  in 
which  military  discipline  gets  a  better  whack  at  him 
than  is  possible  in  the  day  school  or  in  the  college 
where  military  instruction  is  limited  to  a  certain  num- 
ber of  drills. 

I  have  used  it,  however,  in  the  very  beginning 
because  there  has  been  a  tendency  to  regard  military 
graining  in  the  schools  as  a^ew  and  startling  innova- 


UrmriK 


ARMS  AND  THE  BOY 


tion,  and  to  discuss  it  largely  from  an  academic  stand- 
point. As  a  matter  of  fact,  if  one  will  examine  the 
school  advertisements  in  the  magazines  he  will  find 
tliat  about  one-fourth  of  the  private  schools  there  rep- 
resented are  military  or  quasi-military  in  character. 
Nor  does  that,  by  any  means,  represent  the  full  extent 
to  which  military  training  is  now  being  given,  or  has 
been  given  in  the  past. 


CHAPTER  II 
ORIGIN,  GOVERNMENT  AID  AND  CLASSIFICATION 

Military  Training  as  an  adjunct  to  education  is 
no  new  thing.  The  greatest  civilization  the  world  has 
ever  known,  that  of  the  ancient  Greeks,  was  attained 
by  a  system  of  education  under  which  every  boy,  for 
at  least  two  years  of  his  life,  was  given  a  course  prac- 
tically identical  with  that  of  our  best  military  schools 
of  to-day. 

This  training  was  given  him  not  merely  that  he 
might  be  versed  in  the  art  of  war,  but  that  he  might 
acquire  the  disciplined  will,  the  power  of  endurance, 
the  sturdy  physique,  and  the  moral  qualities  of  loyalty, 
devotion  to  duty,  and  self-sacrifice  that  become  the  citi- 
zen no  less  than  the  soldier. 

Influence  of  West  Point. — ^In  this  country  our  first 
military  school  was  naturally  an  expression  of  our  mili- 
tary rather  than  our  educational  needs.  Washington, 
obliged  to  look  to  Europe  for  the  skill  in  military  engi- 
neering required  in  our  war  of  independence,  felt  very 
keenly  the  need  for  a  national  military  academy,  and 
in  his  message  to  Congress  strongly  advocated  the 
establishment  of  such  a  school.  Due  primarily  to  his 
influence,  the  United  States  Military  Academy  was 
founded  at  West  Point  in  1802. 

8 


ARMS  AND  THE  BOY 


West  Point  not  only  supplied  the  needed  instruction 
for  officers,  but  also  demonstrated  that  military  train- 
ing, when  coupled  with  education,  possessed  some  dis- 
tinct advantages  over  the  civilian  school  in  the 
discipline  of  the  moral  character  and  the  bodily 
de\'elopment  of  the  boy.  Hence,  West  Point  has 
become  the  inspiration  in  the  United  States  for  many 
schools  that  have  used  the  military  system  primarily 
to  train  young  men  for  well-rounded  citizenship. 

Colonel  Sylvanus  Thayer,  Superintendent  of  West 
Point  from  1817  to  1833,  is  perhaps  more  than  any 
other  man  responsible  for  that  blending  of  military, 
intellectual  and  moral  training  that  has  enabled  the 
graduates  of  West  Point  to  achieve  distinction  in  civil 
no  less  than  in  military  pursuits.  To  him,  therefore, 
those  schools  that  look  to  West  Point  for  methods  and 
ideals  are  especially  indebted.  . 

First  Schools. — ^The  first  private  military  school  in 
America  was  founded  by  Captain  Alden  M.  Partridge 
in  1820.  It  was  known  as  the  American  Literary, 
Scientific  and  Military  Academy,  and  is  now  Norwich 
University.  Captain  Partridge  was  a  professor  at 
West  Point  from  1806  to  1815,  acting  superintendent 
the  greater  part  of  the  time  from  1808  to  1815,  and 
superintendent  from  1815  to  1816. 

It  is  fair  to  assume  that  even  in  those  initial  years 
of  the  National  Military  Academy,  before  its  present 
ideals  and  methods  were  evolved,  he  saw  to  his  satis- 
faction the  benefit  that  boys  destined  for  civil  life 
might  derive  from  military  training. 


X 


10  ARMS  AND  THE  BOY 

Captain  Partridge  and  the  graduates  of  Norwich  were 
instrumental  in  founding  a  number  of  other  private 
military  schools  throughout  the  country. 

In  1839  the  first  state  military  school  came  into  exist- 
ence, a  school  destined  to  achieve  fame  as  the  West 
Point  of  the  Confederacy.  In  that  year  the  Virginia 
Military  Institute  opened  its  gates  to  boys  of  the  Old 
Dominion  under  the  superintendency  of  Colonel  Francis 
H.  Smith,  a  graduate  of  West  Point.  This  institution 
was  conducted  from  the  start  on  the  West  Point  plan. 
South  Carolina  in  1842  established  "The  Citadel"  at 
Charleston,  and  in  1845  the  Kentucky  Military  Insti- 
tute was  added  to  the  list  of  state  institutions. 

Histories  of  West  Point,  of  Norwich  University  and 
of  the  Virginia  Military  Institute  have  been  published 
and  will  furnish  interesting  reading  for  those  who 
wish  to  go  more  fully  into  the  development  in  this 
country  of  military  training  in  connection  with  educa- 
tion. 

Origin  of  Land  Grant  Colleges.— In  1862  the  Morrill 
Law  was  passed  by  Congress  donating  public  lands  for 
"the  establishment  of  colleges  where  the  leading  object 
shall  be,  without  excluding  other  scientific  and  classical 
studies  and  including  military  tactics,  to  teach  such 
branches  of  learning  as  are  related  to  agricultural  and 
the  mechanic  arts."  These  institutions  are  now  known 
as  the  land  grant  colleges.  In  most  cases  they  are  the 
state  universities,  though  in  some  instances  maintained 
as  separate  mechanical  and  agricultural  colleges. 
These  schools    in  general,  have  not  interpreted  the 


jm 


ARMS  AND  THE  BOY  11 

words  'Including  military  tactics'*  which  appear  in  the 
law  as  meaning  that  they  shall  become  strictly  mili- 
tary institutions,  such  as  Norwich  University  and  the 
Virginia  Military  Institute.  Several  have  done  so, 
but  in  the  main  the  instruction  in  "military  tactics" 
has  been  limited  merely  to  several  drills  per  week,  the 
students  appearing  in  uniform  and  being  under  military 
discipline  only  while  the  drills  are  in  progress. 

In  the  High  Schools. — The  Boston  high  schools  have 
afforded  military  instruction  for  half  a  century,  and 
the  Washington,  D.  C.  schools  are  now  giving  such 
training  to  a  second  generation. 

The  states  of  California  and  Wyoming  have  both  had 
drill  in  many  of  their  high  schools  for  a  period  of 
years,  and  cities  like  Salt  Lake  City,  Omaha  and  Fort 
Worth,  have  had  high-school  battalions  that  are  known 
more  than  locally. 

In  1914  only  eighty-two  of  the  eleven  thousand 
pubhc  high  schools  in  the  United  States  afforded  mili- 
taiy  training  in  any  form ;  only  nine  thousand  of  the 
half  million  boys  enrolled  in  these  schools  were  being 
taught  anything  of  the  soldier's  drill  or  duties. 

This  condition  is  rapidly  changing.  In  1915,  accord- 
ing to  the  Bureau  of  Education,  there  was  an  increase 
of  fifty  per  cent,  over  and  above  the  figures  for  1914, 
and  from  the  present  indications,  the  current  year  of 
1916  will  witness  a  mobihzing  of  high-school  boys 
under  military  disciphne  that  will  make  the  really  large 
increase  in  1914  appear  as  small,  by  comparison,  as  the 
attendance  at  a  football  game  between  village  high 


12  ARMS  AND  THE  BOY 

schools  and  the  vast  outpouring  of  adherents  for  the 
annual  contest  between  two  great  universities. 

Large  cities  like  New  York  and  Chicago  are  giving 
the  matter  serious  consideration,  and  in  many  other 
quarters  boards  of  education  either  have  under  advise- 
ment military  training  for  the  high  schools  or  have 
already  voted  to  adopt  it. 

The  high  school,  having  no  control  over  its  students 
after  school  hours,  can  not,  of  course,  carry  out  the 
strict  military  regime  of  the  essentially  military  train- 
ing schools.  The  most  that  it  could  do  would  be  to 
require  military  discipline  throughout  the  school  day, 
about  the  buildings  and  in  the  class  room;  but  in  the 
main,  this  has  not  been  attempted  and  the  enforcement 
of  military  rules  has  begun  and  ended  with  the  drill 
hour. 

Instructors  and  Equipment. — ^In  1888  Congress 
passed  a  law  under  which  the  Secretary  of  War  was 
authorized  to  detail  officers  of  the  regular  army  as 
military  instructors  or,  to  use  the  official  designation, 
as  Professors  of  Military  Science,  to  schools  and  col- 
leges which  afford  military  training  and  comply  with 
certain  stipulated  requirements.  The  law  also  author- 
ized the  issue  to  these  institutions  of  such  arms,  equip- 
ment and  ammunition  as  may  be  necessary  for  the  pur- 
pose of  instructing  their  students  and  as  may  be  spared 
for  the  purpose. 

The  officers  who  may  be  so  detailed  with  full  pay  and 
allowances  are,  at  present,  limited  to  one  hundred. 
They  are  allotted  to  the  various  states  on  a  basis  of 


x 


»l 


Cheyenne,  Wyoming,  High  School 
First  introduced  what  is  now  known   as  the   "Wyoming   System" 


First  Private  School  in  America 
Norwich  University,  founded  1809,  by  Captain  Alden  W.  Partridge 


Yale  Students  Studying  the  Mechanism  of  a  Modern  Field  Piece 


w 


ARMS  AND  THE  BOY  13 


population,  first  to  the  land  grant  colleges,  which  are 
required  by  law  to  give  military  training,  and  then 
to  other  institutions.  The  other  institutions  to  take 
advantage  of  this  law,  have  been  for  the  most  part  the 
essentially  military  schools. 

Retired  Officers. — Later,  the  law  has  been  amended 
to  permit  the  detail  of  retired  officers  in  excess  of  the 
one  hundred  officers  previously  stipulated,  where  insti- 
tutions seeking  the  service  of  one  of  these  officers  agree 
to  pay  the  difference  between  his  retired  pay  and  his 
active  pay  and  allowances. 

Issue  of  Arms  to  High  Schools. — ^In  1914  a  law  was 
passed  authorizing  the  issue  of  rifles  not  of  the  existing 
service  model,  and  of  ball  cartridges  for  target  practise, 
to  high  schools  and  other  schools  at  which  officers  of 
the  army  are  not  on  duty  but  which  maintain  a  uni- 
formed cadet  corps  of  not  less  than  forty  members 
who  receive  military  instruction  and  engage  in  target 
practise.*  It  is  likely  that  legislation  will  be  enacted 
by  the  present  Congress  that  will  extend  further  gov- 
eimment  assistance  toward  military  training  in  the 
schools  and  colleges.f 

Government  ClassificatioiL — ^As  already  suggested, 
the  scope  and  character  of  the  military  instruction 
vary  considerably  at  different  schools  and  colleges  to 
which  officers  of  the  army  may  be  detailed.  The  gov- 
ernment divides  these  institutions  into  four  classes : 

•The  question  of  the  detail  of  officers  and  the  issue  of  arms 
and  equipment   is  more   fully  covered  in   the   appendix. 

tThe  current  regulations  on  the  subject  may  be  obtained  at 
any  time  by  writing  to  the  Adjutant  General  of  the  Army,  Wash- 
ington. D.  C. 


14  ARMS  AND  THE  BOY 

Class  MC,  Comprises  colleges  and  universities 
which  confer  a  degree  and  which  are  essentially  mili- 
tary in  character.  By  "essentially  military,"  is  meant 
that  the  students  are  quartered  in  barracks  and  are 
constantly  in  uniform  and  under  discipline. 

Class  C.  Includes  colleges  and  universities  not 
essentially  military;  that  is,  in  which  the  military 
instruction  is  confined  to  a  few  drills  and  lectures  per 
week,  the  students  appearing  in  uniform  and  being 
under  military  discipline  only  at  such  times. 

Class  MS,  Designates  the  institutions  of  the  prepara- 
tory class  which  do  not  confer  degrees,  but  which,  like 
Class  MC,  are  essentially  mihtary  in  character. 

Class  M.  Comprehends  all  the  other  institutions 
which  afford  military  instruction  and  which  are  not 
included  in  the  first  three  classes. 

Illustration  of  Classification. — Under  the  MC 
classification,  fall  such  institutions  as  Norwich  Uni- 
versity, a  few  of  the  land  grant  colleges  like  the  Agri- 
cultural and  Mechanical  College  of  Texas,  and  state 
military  schools  like  the  Virginia  Military  Institute  and 
The  Citadel  of  South  Carolina. 

In  such  institutions  the  students  are  subject  for 
twenty-four  hours  out  of  the  twenty-four  to  the  cus- 
toms and  discipline  of  the  soldier. 

Most  of  the  colleges  that  afford  military  training 
limit  the  military  life  of  the  students  to  the  drill  hour 
and,  therefore,  fall  in  Class  C.  Most  of  the  state  uni- 
versities and  colleges  which,  like  Cornell,  are  receiving 
land  grant  benefits  are  Class  C  institutions,  and  uni- 


ARMS  AND  THE  BOY  15 

versities  like  Yale  and  Harvard,  which  have  recently 
undertaken  to  give  military  courses  are  also  included 
in  this  class. 

The  MS  class  of  institutions  is  made  up  of  strictly 
military  schools  of  the  preparatory  type  such  as  the 
Culver  Military  Academy. 

These  preparatory  schools  are  not  required  by  state 
or  federal  law  to  give  military  training,  but  have 
adopted  it  largely  for  what  they  believe  to  be  its  value 
as  an  educational  instrument.  As  in  the  essentially 
military  colleges,  their  cadets  are  housed  in  barracks, 
march  to  meals  and  classes,  and  respond  throughout 
the  entire  day  to  a  routine  regulated  by  the  trumpet 
and  the  customs  of  the  military  service. 

In  Class  M  would  fall  the  high  schools  and  other 
institutions  of  the  preparatory  grade  which  do  not  find 
it  possible  to  give  their  students  more  of  the  soldier's 
training  than  may  be  included  in  the  hours  devoted 
to  drill. 

Distinguished  Colleges  and  Honor  Schools. — ^Each 
year  the  War  Department  sends  to  schools  receiving 
aid  from  the  government,  officers  of  the  General  Staff 
who  make  a  most  thorough  inspection.  These  officers 
note  carefully  the  standard  of  discipline  and  the  pro- 
ficiency exhibited  by  the  students  of  the  various  insti- 
tutions in  their  military  training. 

As  a  result  of  this  inspection,  the  ten  colleges  that 
have  exhibited  the  highest  degree  of  excellence  in  their 
military  departments  are  designated  by  the  Secretary 
of  War  as  "distinguished  institutions,"  and  similarly, 


16  ARMS  AND  THE  BOY 

ten  essentially  military  schools  are  designated  as 
"honor  schools." 

Commission  for  Honor  Graduates. — ^Naturally,  this 
honor  is  highly  prized.  It  carries  with  it,  not  only 
prestige  for  the  institutions,  but  also  the  privilege  of 
naming  a  graduate  for  commission  as  a  second  lieu- 
tenant in  the  regular  army. 

The  graduate,  so  designated  for  the  college,  may  be 
commissioned  by  the  President  without  mental  exami- 
nation. The  graduate  of  the  honor  school  is  not  so 
favored,  but  is  given  precedence  over  other  candidates 
who  take  the  examination  for  promotion  if  he  makes 
a  grade  of  eighty-five  or  above. 

Institutions  which  have  been  placed  in  this  selected 
class  three  or  four  times  are  given  some  special  con- 
sideration in  having  issued  to  them  the  most  up-to- 
date  arms  and  equipment. 

The  honor  of  being  in  the  distinguished  or  honor 
class  is  perhaps  not  quite  so  coveted  as  in  earlier  years 
when  the  number  receiving  this  designation  was  com- 
paratively small.  Beginning  in  1904,  the  number  was 
limited  to  six;  in  1908,  it  was  increased  to  eight;  in 
1909  to  ten;  and  finally  in  1914,  to  twenty.  Prior  to 
1914,  the  selection  was  made  from  schools  and  col- 
leges without  discrimination  and  those  selected  were 
all  designated  as  "distinguished  institutions."* 

♦Schools  and  colleg-es  desig-nated  as  "disting-uished  institutions" 
•when  the  number  so  designated  annually  was  limited  to  six  were: 
Culver  Military  Academy,    1906,    1907. 
Pennsylvania  Military   Colleg-e,    1904,    1905,    190G,    1907. 
St.   John's   Colleg-e    (Annapolis),    1905. 
St.  John's  School    (Manlius),   1904,    1905,   190G,   1907. 
Shattuck  School,   1904,   1906.   1907. 


ARMS  AND  THE  BOY 


17 


The  Citadel   (South  Carolina  Military  Academy),  1904,  1905. 

Virginia  Military   Institute,    1904,    1905,    1906,    1907. 

Schools  and  colleges  which  have  received  the  designation  of 
"distinguished  institutions,"  or  "honor  schools,"  three  or  more 
times  prior  to  1916  are: 

Agricultural  and  Mechanical  College  of  Texas,  1910,  1911,  1912, 
1913,   1914,   1915. 

College  of  St.  Thomas  (St.  Paul),  1908,  1909,  1915. 

Culver  Military  Academy,  1906,  1907,  1908,  1909,  1910,  1911, 
1912,   1913,    1914,    1915. 

New  Mexico  Military  Institute,  1909,  1910,  1911,  1912,  1913,  1914, 
1915. 

Norwich  University,  1904,  1905,  1906,  1907,  1908.  1909,  1910,  1911, 
1912,   1913,   1914,   1915.  / 

Pennsylvania  Military  College,  1904,  1905,  1906,  1907,  1908,  1909, 
1910,  1911,  1912,   1913. 

St.  John's  College    (Annapolis),   1905,   1909,  1910,   1915. 

St.  John's  Military  Academy  (Delafield),  1911,  1912,  1913,  1914, 
iri5. 

Shattuck  School,  1904,  1906,  1907,  1908,  1909,  1912,  1915,  1914, 
iri5. 

The  Citadel  (South  Carolina  Military  Academy),  1904,  1905,  1908, 
lii09.   1910,   1911,    1912,   1913,   1914,   1915. 

Virginia  Military  Institute,  1904,  1905,  1906,  1907,  1908,  1909, 
1910,   1911,   1912,   1913,   1914,   1915. 

These  schools  are  arranged  alphabetically  by  the  War  Depart- 
irent.     No  statement  is  made  of  their  relative  merit. 


CHAPTER  III 

LIFE    AND    TRAINING    IN    THE    ESSENTIALLY    MILITARY 

SCHOOL 

The  essentially  military  school  is  altogether  a  dis- 
tinct type  of  institution.  It  differs  widely  in  its  whole 
scheme  of  operation  from  the  civilian  school  and  from 
the  school  in  which  military  instruction  is  given  merely 
at  stated  times. 

There  are  at  this  time  in  the  United  States  eleven 
colleges  and  twenty-seven  preparatory  schools  that  are 
essentially  military  in  character. 

The  Cadet  of  the  Essentially  Military  SchooL— The 
cadet  of  the  essentially  military  school  lays  aside  with 
his  civilian  clothing  all  distinctions  of  wealth  and 
social  or  political  prominence.  He  is  quartered  in  bar- 
racks in  a  simply  furnished  room  which  he  cares  for 
himself. 

His  life  is  regulated  by  the  trumpet  call  on  a  basis 
of  absolute  promptness  and  regularity.  Eight  o'clock 
means  eight  o'clock  and  not  a  second  after.  Neatness 
of  person  is  required  at  all  times ;  the  heels,  as  well  as 
the  toes,  of  the  shoes  must  be  shined,  and  he  does  the 
shining  himself.  The  fact  that  he  may  be  the  son  of 
a  millionaire  and  have  a  servant  to  valet  him  at  home 
cuts  no  figure. 

18 


T        *if  f  I 


crf\ 


A  Company  Mess  Tent— St.  John's,  Manlius 


An  Outpost — St.  John's,  Manhus 


ARMS  AND  THE  BOY  19 


Orders  must  be  obeyed  cheerfully  and  promptly, 
with  no  "back  talk."  There  is  always  recourse  if  an 
injustice  is  done,  but  no  tolerance  of  dilly-dallying  and 
argument. 

He  must  be  as  soldierly  in  the  quarters  and  in  the 
class  room  as  on  the  drill  ground.  The  military  spirit 
of  punctilious  courtesy,  of  respect  for  authority,  of 
order  and  system,  must  be  carried  by  him  into  each 
hour  and  duty  of  the  day. 

While  he  hves  the  life  of  the  soldier  and  speaks  his 
'vocabulary  he  has  constantly  before  him  the  applica- 
tion of  the  soldier's  training  to  the  normal  life  of  the 
citizen  in  time  of  peace. 

Why  Private  Schools  Have  Adopted  the  Military 
System. — Private  military  schools  have  adopted  mili- 
tary training  because  they  recognize  that  the  average 
American  boy,  while  generally  intelligent,  fearless  and 
self-reliant,  is  at  the  same  time  impatient  of  restraint, 
undisciplined  and  lacking  in  symmetrical  physical  de- 
velopment. Their  experience  has  indicated  that  these 
defects  are  best  remedied  by  continuous  mihtary  train- 
ing, with  its  exactness  and  precision,  its  rigid  adher- 
ence to  system  and  discipline,  and  its  enforced  exercise 
and  regularity  of  life. 

Success  and  Failure  in  Military  SchooIs.^Not  all 
military  schools  have  been  equally  thorough  in  their 
work.  Unfortunately,  there  are  some  which  have 
fallen  considerably  short  of  the  highest  standards  of 
discipline  and  instruction,  and  which  are  military  in 
name  only. 


20  ARMS  AND  THE  BOY 

Those  who  have  seen  only  the  feeble  efforts  of  the 
school  that  is  merely  playing  with  military  training 
have  no  conception  of  the  splendid  work  that  is  being 
done  by  the  best  type  of  essentially  mihtary  schools. 

General  Baden-Powell,  who  visited  a  few  years  ago 
one  of  these  schools  which  is  taking  its  work  seriously, 
said  to  its  corps  of  cadets,  "IVe  seen  the  cadets  of  all 
nationalities  at  work,  and  I  must  say  you  beat  the  lot." 

Other  comments,  such  as,  "The  tone  and  discipline 
of  this  institution  are  superb,"  and  "Its  military  in- 
struction is  as  near  perfection  as  anything  of  this  kind 
can  be  made,"  coming  from  experienced  officers  of  the 
regular  army  who  have  inspected  such  schools,  indi- 
cate the  high  standard  that  may  be  achieved  where 
the  military  training  is  well  and  conscientiously  given. 

The  Type  of  School  Under  Discussion. — ^The  descrip- 
tion in  this  chapter  is  of  the  best  type  of  essentially 
military  school.  Every  detail  of  custom  and  routine 
described  does  not  necessarily  apply  to  all  such  schools, 
but  in  the  main  they  are  the  same. 

I  have  not  dwelt  to  any  extent  on  the  military  value 
of  such  training,  since  that  has  been  covered  in  the 
chapter  on  the  training  of  reserve  officers.  I  have  at- 
tempted rather  to  describe  in  a  general  way  the  life  of 
the  cadet  in  the  essentially  military  school,  and  inci- 
dentally to  point  out  the  educational  value  of  such  a 
scheme  of  training. 

Value  of  the  Training. — Proof  of  the  peace  as  well  as 
the  war  value  of  training  in  such  essentially  military 


ARMS  AND  THE  BOY  21 


schools  is  not  wanting.  Here  is  a  piece  of  striking 
testimony,  a  paragraph  from  the  memoirs  of  General 
Granville  M.  Dodge :  '  "A  young  boy,  twenty  years  old, 
I  left  Norwich  University,  Vermont,  a  military  college, 
as  a  civil  and  military  engineer.  My  military  training 
was  of  as  much  or  more  benefit  to  me  generally,  per- 
haps, in  the  work  I  had  to  undertake,  than  what  I  had 
learned  of  engineering,  for  it  taught  me  to  command 
men;  it  gave  me  discipline,  a  respect  for  authority, 
obedience  to  orders,  loyalty  to  my  country,  and  an  in- 
terest in  the  work  of  my  employer,  which  would  have 
been  impossible  for  me  to  have  obtained  in  any  other 
way," ' 

General  Grant  considered  General  Dodge  one  of  the 
ablest  officers  of  the  Federal  army,  and  the  people  of 
Iowa  have  given  few  men  so  high  a  place  in  their 
esteem  as  a  citizen. 

Daily  Life  of  the  Cadet. — ^The  routine  and  life  of  the 
essentially  military  preparatory  school  is  to  a  large 
extent  the  same  as  that  of  the  essentially  military  col- 
leige,  the  difference  lying  principally  in  the  advanced 
academic  curriculum. 

To  be  sure,  the  cadets  in  the  preparatory  school  are 
younger,  but  at  Culver,  for  instance,  no  boy  is  ac- 
cepted who  is  under  fourteen  years  of  age  or  less  than 
five  feet  three  inches  in  height,  while  the  majority 
of  the  cadets  are  over  seventeen  years  of  age.  Under 
these  conditions,  it  is  quite  possible  to  maintain  West 
I^oint  standards  of  discipline  and  routine,  as  in  the 


22  ARMS  AND  THE  BOY 

case  of  military  colleges  such  as  Norwich  and  the  Vir- 
ginia Military  Institute. 

His  Place  in  the  Organization. — The  daily  routine 
of  the  cadet  may  not  be  fully  understood  without  some 
preliminary  reference  to  the  organization  of  the  school. 
When  the  new  cadet  reports  for  duty  he  is  assigned 
to  a  company  composed  ordinarily  of  from  fifty  to 
eighty  cadets. 

He  finds  that  he  is  one  of  a  sub-division  of  seven 
men  and  a  corporal  known  as  a  squad,  and  that  he  is 
under  the  immediate  direction  of  the  corporal. 

He  finds  further  that  his  mistakes  are  corrected  by 
other  cadets  who  stand  behind  the  company  in  what 
is  called  the  line  of  file  closers.  These  file  closers  are 
cadet  officers  and  non-commissioned  officers,  who  have 
been  in  the  school  one  or  more  years,  and  who  have 
shown  ability  to  command  and  especial  aptitude  for 
military  instruction. 

The  new  cadet  discovers  also  that  if  he  is  late  or 
absent  he  is  reported  by  the  first  sergeant,  a  cadet 
who  calls  the  roll  or  receives  reports  of  lates  or  ab- 
sentees from  the  corporals  in  charge  of  squads. 

The  new  cadet  learns  that  the  cadet  captain  takes 
■direct  command  of  the  company,  but  that  there  is  also 
attached  to  it  in  an  advisory  capacity  a  member  of  the 
faculty  known  as  the  tactical  officer.  This  officer  in- 
spects the  company  occasionally,  but  the  cadet  captain 
inspects  it  at  every  formation  to  see  that  all  cadets  are 
neat  and  well  groomed. 

Company  Spirit. — As  soon  as  the  new  cadet  begins 


ARMS  AND  THE  BOY  23 


to  get  the  spirit  of  things,  he  finds  himself  believing 
very  firmly  that  his  own  company  is  the  best  of  the 
companies  which  form  the  cadet  battalion.  He  be- 
comes inspired  with  the  zeal  to  keep  it  so,  and 
tries  to  express  this  in  his  efforts  at  drill  and  perhaps 
also  by  going  out  for  the  company  teams  in  athletics. 

In  the  Barracks. — Together  with  his  assignment  to 
the  company,  the  new  cadet  receives  his  assignment 
to  his  dormitory,  which  in  the  military  school  is  desig- 
nated as  a  barrack.  His  room,  which  he  shares  with 
another  cadet  of  about  his  own  age,  he  finds  is  in  a 
"division"  of  barracks  and  that  this  division,  like  the 
company,  is  under  the  command  of  a  cadet  officer.  An 
oificer  of  the  faculty,  however,  is  also  quartered  in 
each  hall  of  the  barracks  and  gives  it  his  supervision. 

Sizing  Him  Up  Physically. — The  new  cadet's  first 
day  at  the  school  is  ordinarily  quite  fully  occupied  in 
receiving  these  assignments  and  undergoing  a  thor- 
ough medical  examination  at  the  hands  of  the  surgeon 
and  a  series  of  strength  tests  and  measurements  given 
by  the  physical  director.  During  the  latter,  his  man- 
ner of  standing  and  the  way  he  carries  his  shoulders 
and  head  are  carefully  noted  and  special  remedial  work 
is  prescribed  if  necessary. 

Getting  into  Uniform. — Learning  to  be  a  soldier 
while  in  citizen's  clothes  is  rather  a  depressing  thing. 
At  Culver,  therefore,  the  new  cadet  is  immediately 
provided  with  a  ready-made  uniform  pending  the  com- 
pletion of  his  made-to-measure  outfit,  measurements 
for  which  are  taken  after  he  has  acquired  his  "set-up." 


24  ARMS  AND  THE  BOY 

Putting  Him  on  to  the  Ropes. — Another  thing  that 
has  been  found  desirable  at  Culver  is  to  have  the  new 
cadets  and  a  few  selected  drill  masters  report  a  week 
in  advance  of  the  old  cadets.  This  week  is  devoted 
to  military  instruction,  to  the  study  of  the  regulations, 
and  to  putting  the  new  cadet  "on  to  the  ropes,"  so 
that  his  greenness  and  awkwardness  have  been  largely 
overcome  before  the  remainder  of  the  battalion  reports 
for  duty.  This  preliminary  week  also  affords  the  op- 
portunity for  a  series  of  tests  of  the  new  cadet's  men- 
tal aptitude  and  for  his  very  careful  academic  classifi- 
cation before  studies  actually  begin. 

Beginning  the  Regular  Routine. — ^The  second  week, 
therefore,  finds  him  prepared  to  take  up  the  full  daily 
routine  of  military  school  life.  This  is  very  syste- 
matically laid  out.  The  essentially  military  school  is 
a  firm  believer  in  the  theory  that  better  results  can 
be  obtained  with  a  boy  by  plenty  of  wholesome  occu- 
pation than  by  excessive  admonition.  He  is  kept  con- 
stantly occupied,  be  it  at  study,  drill  or  play,  from  the 
first  bugle  in  the  morning  until  taps  at  night. 

As  a  result  of  his  busy  day  he  goes  to  bed  health- 
fully tired  at  night. 

His  Hour  For  Rising. — The  early  to  bed  and  early  to 
rise  precept  is  rigidly  enforced  in  the  cadet's  life.  He 
is  awakened  each  morning  at  six  by  the  peremptory 
boom  of  the  cannon  and  the  penetrating  notes  of  the 
trumpet.  In  this  military  method  of  waking  people 
up,  he  finds  little  to  encourage  a  second  nap.  He  is  sel- 
dom known  to  treat  it  as  most  boys  do  the  maternal 


1 


Interior  of  Mess  Tent 


(Photo  by  Inbody) 


Cadets  at  Mess— A.  and  M.  College  of  Texas 


^ 


ARMS  AND  THE  BOY  25 


summons  when  at  home.  In  ten  minutes  he  is  in  his 
place  on  the  company  formation  ground  engaged  in 
filling  his  lungs  with  the  fresh  morning  air  in  re- 
sponse to  his  captain's  commands  of  "Inhale !  Exhale  V 
or  in  circling  his  arms  or  bending  his  legs  in  the  gyra- 
tions of  the  setting-up  drill.  With  this  limbering  up, 
he  will  find  it  easier  during  the  remainder  of  the  day 
to  walk  and  sit  and  stand  as  a  soldier  should,  and  in 
the  course  of  time  an  erect  carriage  will  become  as 
natural  to  him  as  slouching  is  to  the  average  boy. 

Taking  Care  of  His  Room. — After  ten  minutes  of 
exercising,  he  returns  to  his  room,  puts  his  own  effects 
in  order  and  makes  up  his  bed.  This  is  a  part  of  the 
plan  of  teaching  him  to  be  systematic  and  orderly. 
Luxuries  have  no  place  in  the  cadet  barrack;  the 
rooms  are  comfortable  enough  but  simple  to  a  degree. 
When  the  cadet  finds  that  he  must  do  his  own  tidying 
up,  the  simplicity  of  the  furnishings  appeals  to  him  as 
eminently  sensible.  If  he  is  "orderly"  he  is  responsi- 
ble not  only  for  his  own  things,  but  must  also  sweep 
out  the  room.  He  relinquishes  this  duty  with  no  great 
unwillingness  to  his  roommate  on  alternate  weeks. 

Developing  Personal  Responsibility. — He  finds  also 
that  as  orderly  he  is  for  the  time  being  in  immediate 
command  of  the  fourteen  by  fourteen  square  feet  in 
which  he  lives  and  must  enforce  the  regulations  there- 
in. If  anything  goes  wrong  within  that  space,  he  is 
held  accountable  and,  even  though  he  is  not  himself  the 
offender,  he  is  required  to  place  the  responsibility. 
That  is  not  so  hard  as  it  may  seem,  for  if  some  other 


k 


26  ARMS  AND  THE  BOY 

cadet  is  responsible,  he  is  not  in  fairness  going  to  let 
the  orderly  suffer.  The  idea  of  personal  responsibility, 
together  with  the  principle  of  exercising  command,  is 
thus  inculcated  from  the  very  beginning.  In  fact, 
things  are  so  organized  in  the  military  school  that 
responsibility  may  be  immediately  and  definitely  placed 
for  anything  that  may  occur  at  any  time  or  place. 

Inspection. — ^When  the  inspection  call  sounds,  the 
cadet,  havi'Tg  straightened  up  his  room  and  completed 
his  toilet,  stands  at  attention  in  front  of  his  bed.  The 
cadet  hall  officer,  accompanied  once  a  week  by  the  tac- 
tical officer  in  charge  of  the  division,  enters  the  room, 
looks  as  searchingly  for  dust  as  if  it  were  something 
he  had  lost,  glances  around  to  see  that  everything  is 
in  its  place  and  passes  briskly  on  to  the  other  rooms 
in  the  division. 

This  cadet,  having  been  tried  in  the  fire  of  several 
years'  military  service  and  his  military  metal  having 
been  assayed  to  the  satisfaction  of  the  authorities,  has 
been  advanced  from  the  limited  sphere  of  commanding 
a  single  room  on  alternate  weeks  to  full  responsibility 
for  a  whole  hall. 

'  The  Cadet  at  Mess. — As  a  result  of  the  busy  hour 
following  reveille,  the  cadet  is  quite  ready  for  break- 
fast at  seven.  Mess  call  means  that  the  meal  is  ready ; 
there  is  no  such  thing  as  straggling  in  five  or  ten  min- 
utes late.  He  forms  and  marches  to  mess  with  his 
company.  On  marching  into  the  mess  hall,  he  goes  to 
his  table  and  stands  until  grace  is  asked,  taking  his 
seat  at  command. 


ARMS  AND  THE  BOY  27 


Each  mess  consists  of  about  ten  cadets  with  a  cadet 
ofiicer  at  its  head  who  is  responsible  for  the  mainte- 
nance of  good  order  and  the  observance  of  correct  table 
manners. 

At  mess  there  is  no  restriction  to  conversation,  nor 
do  the  cadets  seem  particularly  constrained  by  the 
fact  that  they  must  sit  erect,  keeping  away  from  the 
backs  of  their  chairs.  Ordinarily  there  are  so  many 
different  sections  of  the  country  represented  at  each 
mess  that  discussion  of  school  matters  and  athletics 
is  to  some  extent  interspersed  with  more  broadening 
exchanges  of  information. 

The  abundant  and  regular  exercise  gives  the  cadet 
,a].i  unusual  appetite  even  for  a  boy.  At  Culver,  we 
have  considered  his  proper  subsistence  a  very  impor- 
tant factor  in  his  health  and  development.  We  fur- 
nish him  a  simple  but  most  carefully  balanced  menu 
prepared  in  scrupulously  clean,  tile-lined  kitchens  and 
appetizingly  served  in  a  very  beautiful  mess  hall.  The 
cadet's  happiness  and  efficiency  are  both  considerably 
enhanced  by  these  special  provisions. 

Study  Hours  and  Classes. — The  cadet's  academic  day 
begins  very  shortly  after  breakfast.  He  carries  quite 
as  many  studies  as  the  boy  in  a  civilian  school  andj 
perhaps,  goes  at  them  with  a  clearer  head  by  reason 
of  his  daily  exercise  and  regular  hours. 

Call  to  quarters  is  sounded  by  the  trumpeter  about 
fifteen  minutes  after  breakfast  is  over.  If  the  cadet 
has  no  recitation  the  first  period  he  goes  to  his  room 
for  study.    No  visiting  between  rooms  is  allowed  dur- 


'28  ARMS  AND  THE  BOY 

ing  call  to  quarters  and  everything  must  be  very  quiet. 
Occasionally  an  officer  passes  through  the  barracks  on 
inspection.  A  glass  panel  enables  him  to  see  whether 
or  not  cadets  are  studying  (without  disturbing  them 
by  opening  the  door). 

If  the  cadet  has  a  recitation  he  goes  to  the  court- 
yard and  forms  with  his  class.  The  ranking  cadet,  or 
in  some  schools  the  cadet  who  stands  highest  in  the 
class,  calls  the  roll  and  reports  absentees  and  lates  to 
the  cadet  officer  of  the  day.  Three  minutes  after  the 
assembly  for  classes  the  name  of  every  absentee  is 
known.  Unless  an  absentee  is  properly  excused,  he  is 
looked  up  and  sent  at  once  to  class. 

Military  Ideals  in  the  Class  Room. — ^When  the  cadet 
is  marched  into  his  class  room  he  does  not  leave  the 
military  ideal  with  his  hat  and  overcoat  outside  the 
door.  When  he  enters  he  stands  at  attention  until  the 
section  marcher  has  reported  to  the  instructor  and  then 
takes  his  seat  at  command.  When  he  sits  he  sits 
erect.  When  he  is  at  the  board  he  uses  it  for  the  pur- 
pose for  which  it  was  intended  and  not  as  something 
to  lean  against;  he  is  as  soldierly  in  handling  his 
pointer  as  in  the  use  of  his  rifle,  and  as  neat  in  the  ar- 
rangement of  his  work  on  the  board  as  he  would  be 
in  preparing  his  room  for  an  inspection.  A  soldierly 
attitude  in  such  matters  is  certainly  conducive  to 
clearer  thinking  and  expression. 

Classes  continue  until  mess  call  and  are  resumed  for 
a  time  in  the  afternoon. 

The  Drill  Hour. — ^The  drill  call  is  sounded  about 


ARMS  AND  THE  BOY  29 

three  o'clock.  It  continues  for  an  hour  to  an  hour  and 
a  half.  It  does  not  trench  on  time  for  his  studies. 
Military  training  in  a  well  organized  school  might  al- 
most be  said  to  create  by  its  enforced  system  the  time 
it  uses.  It  cuts  out  the  waste  time  in  the  boy's  day 
and  gives  it  to  drill. 

Drills  With  a  Purpose. — ^In  a  truly  military  school 
the  boy  soon  finds  that  drills  are  not  for  mere  show, 
but  have  a  real  purpose  behind  them.  Probably  his 
manual  of  arms,  the  handling  of  his  rifle,  is  the  first 
thing  he  has  ever  been  made  to  do  with  precision  and 
attention  to  details.  There  must  be  nothing  slipshod 
al:»out  it,  and  it  must  be  full  of  snap  and  spirit.  In 
all  of  his  close  order  drills  he  must  keep  constantly  on 
the  alert  for  he  does  not  know  what  command  is  com- 
ing next  and  he  must  obey  it  instantly.  He  must  not 
b(J  a  fraction  of  an  instant  behind  his  fellows. 

As  a  result,  the  slow  thinking  boy  is  awakened  and 
the  inattentive  boy  made  attentive.  The  obeying  of 
command  after  command  in  time  also  tends  to  make 
obedience  instinctive. 

Keeping  Up  Interest. — ^In  schools  where  close  order 
infantry  drills  continue  day  after  day,  the  cadets  be- 
come very  tired  of  them  and  after  a  time  derive  little 
benefit.  At  Culver  a  great  deal  of  attention  has  been 
given  to  making  the  drills  as  varied  as  possible. 

After  the  new  cadet  has  mastered  the  essentials  of 
the  infantry  drill,  a  wide  range  of  interesting  practical 
instruction  is  afforded  him.  If  he  is  fond  of  horses, 
and  most  boys  are,  he  may  take  the  cavalry  instruc- 


k 


30  ARMS  AND  THE  BOY 

tion.  He  learns  to  ride  without  a  saddle  as  do  the 
troopers  of  the  regular  cavalry.  He  is  awkward 
enough  at  first,  but  it  is  not  long  before  he  is  mounting 
at  the  gallop,  or  standing  up  on  his  horse  as  it  trots 
around  the  riding  hall. 

Later  on  he  learns  to  do  more  spectacular  feats  of 
horsemanship,  riding  two  or  three  horses  at  a  time. 
In  this  way  he  acquires  a  wonderful  amount  of  muscle 
and  agility  and  learns  to  be  perfectly  at  home  on  his 
horse,  independent  of  artificial  supports. 

He  also  drills  with  the  troop  in  the  saddle  and  is 
taught  the  use  of  the  saber,  the  carbine  and  the  pistol. 

Appealing  Feature. — The  thing  that  appeals  to  him 
most,  however,  is  the  week-end  hike.  The  long  rides 
across  the  country,  and  the  camp  in  the  evening,  with 
the  horses  on  the  picket  line  and  the  bacon  sizzling 
over  the  camp-fire,  is  an  experience  to  be  remembered 
all  his  life.  He  learns  on  these  hikes  to  take  care  of 
his  own  horse,  to  groom,  to  water  and  to  feed  him,  to 
adjust  his  saddle  on  the  march  and  to  take  care  of 
himself  in  the  field. 

The  Boy  with  Mechanical  Tastes. — The  mounted  ar- 
tillery drill  is  also  afforded  at  Culver.  A  modem  bat- 
tery with  its  range  finders,  its  telephonic  systems  of 
communication,  its  intricately  constructed  guns  and 
carriages,  affords  an  attractive  form  of  instruction  to 
the  boy  of  mechanical  tastes.  The  drill  of  the  field 
wireless  telegraph  detachment  is  also  a  source  of  in- 
tense interest  to  many  boys. 

The  engineer  company  also  provides  a  very  popular 


A  week-end  hike  with  shelter  tents— Cul 


ver 


A  Cheyenne  Squad  Leader  and  Si 


ARMS  AND  THE  BOY  31 


and  instructive  form  of  drill.  These  cadets  become 
very  proficient  in  building  spar  and  pontoon  bridges 
across  neighboring  streams. 

Training  His  Judgment  and  Observation. — ^An  im- 
portant feature  of  the  cadet's  training,  and  one  that 
cultivates  good  judgment  and  steady  nerves,  is  rifle 
practise  in  the  gallery  and  on  the  range.  Marksman's 
and  sharpshooter's  badges  are  given  the  cadets  under 
the  same  rules  of  qualifications  as  in  the  National 
C4uard. 

Field  exercises,  with  instruction  in  scouting  that 
trains  the  boy  to  observe  closely  and  to  think  for  him- 
self, come  in  for  their  share  of  attention,  and  such 
things  as  camp  cooking,  first  aid  and  sanitation,  are  by 
no  means  neglected. 

Guard  Duty  As  a  Means  of  Developing  Responsibil- 
ity.— It  is  possible  only  to  suggest  the  many  interest- 
ing and  highly  instructive  features  of  the  drill.  At 
least  brief  mention  should  be  made  of  the  system  of 
inward  duty.  Even  the  youngest  cadet  has  his  tour  of 
guard  duty.  It  is  a  fine  experience  for  a  boy  to  be 
placed  on  post  as  a  sentinel  with  definite  orders  to  en- 
force and  to  feel  that  he  is  occupying  a  position  of 
trust  and  responsibility.  The  system  of  guard  duty 
is  made  a  very  distinct  feature  at  Culver.  The  older 
cadets,  several  of  whom  go  on  each  day  as  non-com- 
missioned officers  of  the  guard  and  as  officer  of  the 
day,  obtain  a  great  deal  of  valuable  executive  experi- 
ence. Under  the  direction  of  the  officer  in  charge, 
they  supervise  all  formations,  see  that  the  day's  rou- 


k 


32  ARMS  AND  THE  BOY 

tine  is  carried  out  as  prescribed,  keep  all  records  of 
inspections  and  reports  for  breaches  of  discipline,  and 
keep  track  of  all  cadets  going  on  leave  from  the  school 
or  leaving  quarters  with  permission  during  study 
hours.  They  know  where  every  cadet  in  the  school  is 
during  every  hour  of  the  day.  The  system  in  the 
officer  of  the  day*s  office  is  as  complete  and  as  effective 
as  that  of  any  up-to-date  business  office. 

The  drill  period  frequently  closes  with  battalion  pa- 
rade. The  cadets  are  drawn  up  in  a  long  motionless 
line,  resplendent  with  the  white  cross  belts  and  glisten- 
ing brasses  of  the  full  dress  equipment.  The  trumpet- 
ers sound  retreat,  the  evening  gun  is  fired,  and  the 
band  plays  the  Star  Spangled  Banner  while  the  na- 
tional flag  is  impressively  lowered. 

His  Leisure  Time. — ^After  drill,  he  has  the  same  op- 
portunities for  recreation  that  are  enjoyed  by  the  boys 
of  other  schools  and  he  probably  enjoys  them  the  more 
because  of  his  busy  day.  With  his  absolute  regularity 
of  life  and  simple  wholesome  meals  he  is  always  in 
training  and  it  is  little  to  be  wondered  at  that  he  ex- 
cels in  athletics,  especially  in  football  and  basketball, 
where  endurance  tells. 

Company  teams  and  strong  inter-company  rivalry 
afford  the  opportunity  for  many  cadets  to  go  in  for 
athletics.  At  Culver,  football,  track,  tennis,  baseball, 
basketball,  hockey,  skating,  swimming  and  boat-racing 
form  the  principal  sports. 

Passes. — Cadets  who  have  no  demerits  may  obtain 
passes  to  go  off  the  grounds  on  holidays,  but  the  effort 


ARMS  AND  THE  BOY  33 


is  made  to  furnish  every  opportunity  for  amusement 
within  the  limits  of  the  academy.  The  recreation 
period  is  considered  as  important  as  any  other  part  of 
the  day  and  it  is  very  carefully  provided  for.  The 
gymnasium,  bowling  alleys,  billiard  and  pool  rooms, 
and  a  moving  picture  theater  for  Saturday  nights  are 
included  in  the  equipment. 

Fun. — Entertainments  and  lectures  are  provided 
each  week  in  the  winter,  and  on  special  occasions,  such 
as  Thanksgiving,  Easter  and  Commencement,  the 
friends  of  cadets  are  asked  to  visit  the  academy.  The 
glee  club  and  the  dramatic  club  perform  for  their 
benefit,  exhibition  drills  are  given  and  dances  are  held 
ill  the  gymnasium.  On  Satjirday  nights,  the  band 
plays  during  the  supper  hour  and  popular  songs  are 
sung.  On  the  whole,  the  cadet  manages  to  have  a 
good  deal  of  fun  in  the  manner  suggested  and  also 
in  other  ways  that  there  is  no  space  to  describe. 

Sunday. — On  Sunday  mornings  he  prepares  his  room 
for  an  especially  thorough  inspection,  during  which  an 
officer  passes  his  white  gloves  over  all  the  furniture 
and  sees  that  underclothes  are  neatly  folded  and 
stacked  and  everything  carefully  in  its  place. 

After  the  inspection  the  cadet  marches  to  church. 
The  afternoon  he  has  to  himself  for  letters  home  or  a 
walk  in  the  country  or  any  form  of  exercise  except 
match  games. 

The  Evening  Hours.— In  the  evening,  call  to  quar- 
ters is  sounded  at  seven,  and  except  on  Saturday  and 
Sunday  evenings,  the  cadet  studies  until  nine  o'clock, 


k. 


84  ARMS  AND  THE  BOY 

after  which  he  has  a  half  hour  in  which  to  relax  and 
undress  before  turning  out  his  light  at  nine-thirty. 
Hardly  has  the  inspector  passed  and  the  orderly  an- 
swered "Right,"  meaning  that  he  and  his  roommate  are 
present  and  in  bed,  before  they  are  both  sound  asleep. 

A  boy  once  told  me  that  when  he  first  entered  the 
school  he  thought  it  was  an  absurd  thing  to  send  a 
seventeen  or  eighteen-year-old  boy  to  bed  at  nine- 
thirty,  but  that  after  a  few  busy  days  of  military  life 
he  came  to  the  conclusion  that  it  was  one  of  the  most 
sensible  things  that  was  done.  Nine-thirty  to  six  is 
eight  and  a  half  hours  for  sleep,  which  in  most  cases 
seems  sufficient.  On  Sunday  mornings,  the  cadets  may 
sleep  an  hour  longer. 

Bodily  Development.^ — ^The  changes  that  take  place  in 
a  boy  physically  under  this  regime  are  very  marked. 
The  habit  of  standing  erect  with  his  chin  drawn  in 
fastens  itself  upon  him.  His  muscles  become  firm  and 
resilient ;  he  takes  on  a  ruddy  color  and  a  hard-as-nails 
look. 

In  his  appearance  of  physical  fitness  there  is  no 
comparison  between  the  average  cadet  of  an  essentially 
military  academy  and  the  average  boy  of  the  civilian 
school.  The  cavalry  drill  is  an  especially  fine  form 
of  exercise.  I  have  seen  many  an  under-developed 
stripling  grow  strong  and  sturdy  in  a  few  months  in 
the  riding  school. 

Taking  the  Kinks  out  of  Him. — ^If  the  cadet  needs 
special  developing,  he  is  put  under  an  expert  in  the 


■ 


ARMS  AND  THE  BOY  35 


gymnasium.  If  he  has  some  lateral  curvature  or  a  bad' 
position  of  the  neck  or  head,  he  is  given  a  long  pa- 
ti(3nt  course  of  special  remedial  work  with  mirrors 
and  plumb  line  to  guide  him.  I  have  had  a  number 
of  photographs  made  of  cadets  stripped  at  the  time 
of  entrance  and  again  at  intervals  of  several  months. 
Tiie  photographs  register  most  remarkable  improve- 
ment physically,  but  even  more  striking  in  many  cases 
is  the  change  in  physical  expression;  the  tightening 
up  of  the  lines  around  the  mouth  and  the  coming  into 
the  eyes  of  a  more  purposeful  look. 

Acquirement  of  System  and  Order.^ — ^A  lack  of  sys- 
tem and  order  is  perhaps  one  of  the  most  serious  de- 
f<3cts  in  American  boys.  A  boy  who  has  been  taught 
to  do  things  systematically  will  in  his  business  life 
possess  a  decided  advantage  over  boys  who  have  not 
been  so  trained. 

It  can  not  be  claimed  that  military  training  will 
make  every  boy  systematic  and  orderly  but  it  will 
have  this  result  in  many  cases.  In  other  cases,  it  will 
at  least  give  the  boy  a  better  idea  of  the  value  of  such 
things  and  create  in  him  the  desire  ultimately  to  cor- 
rect his  own  shortcomings. 

A  great  deal  depends  on  the  character  of  the  train- 
ing. If  the  cadet  sees  around  him  every  detail  of  the 
school's  administration  conducted  on  the  soundest  busi- 
ness principles  of  economy  and  efficiency,  and  if  he 
himself  is  pursuing  day  after  day  an  absolutely  sys- 
tematic schedule,  he  can  not  escape  the  effects.     If, 


86  ARMS  AND  THE  BOY 

also,  he  is  consistently  made  to  practise  neatness  and 
order,  he  will  surely  profit  from  it. 

Taking  Care  of  His  Room. — ^The  plan  of  having 
cadets  care  for  their  own  rooms  is  one  means  adopted 
by  the  military  school  for  affording  this  practise  in 
orderly  habits.  A  boy  is  much  more  apt  to  acquire  the 
habit  of  neatness  when  required  to  pick  up  his  own 
things  than  he  is  when  he  has  a  mother  or  a  maid  to 
pick  them  up  for  him. 

If  he  merely  learned,  however,  to  clean  up  his  room, 
little  would  be  gained,  but  with  a  full  schedule  and  the 
minutes  at  a  premium  he  is  apt  to  reach  the  point 
where  he  concludes  that  it  would  be  highly  desirable 
and  a  great  economy  of  time  not  to  have  to  pick  up 
things  at  all. 

Putting  Things  Back  Where  They  Belong.— This 
state  of  affairs  he  may  bring  about  by  schooling  him- 
self to  put  articles  back  where  they  belong  the  instant 
he  is  through  with  them.  He  is  encouraged  somewhat 
in  this  more  helpful  view  of  the  situation  if  the  in- 
spections, instead  of  being  made  at  stated  times  when 
he  is  notified  to  be  ready  for  them,  are  made  at  odd  in- 
tervals; just  after  he  has  changed  his  clothes  and 
rushed  off  to  drill,  for  instance. 

Special  Furniture. — He  is  further  helped  if  the  fur- 
niture is  of  special  construction,  not  only  with  a  place 
for  everything,  but  with  a  place  to  which  things  may 
be  returned  with  a  minimum  of  delay. 

At  Culver,  a  great  deal  of  thought  has  been  given  to 
the  designing  of  such  furniture.    It  is  not  only  very 


IB 


Cadets  before  a  plumb  line  on  a  mirror  taking  remedial  work 
to  get  the  kinks  out 


Improvement  in  nine  months 


ip 


ARMS  AND  THE  BOY  37 


I 


compact,  but  any  article  may  be  removed  without  dis- 
turbing others.  There  are  no  drawers  to  be  mussed 
up,  but  sub-divided  shelves  for  each  separate  kind  of 
clothing,  except  outer  clothing,  which  is  hung  so  that 
no  garment  is  in  front  or  in  the  way  of  another. 

That  boys  do  backslide  and  disappoint  their  moth- 
ers when  they  go  home  from  military  schools  is  true, 
but  if  the  training  has  been  good  they  will  show  its 
effects  after  the  reaction  that  accompanies  a  release 
f]rom  close  discipline  is  over. 

The  Cadet's  Spiritual  Life. — The  spiritual  phase  of 
education  is  the  most  difficult,  but  the  most  important. 
YVTienever  this  element  is  an  incident  of  minor  consid- 
eration the  school  fails  in  its  most  essential  function. 
In  Culver,  we  aim  at  faith  rather  than  dogma,  at  in- 
spiration rather  than  a  code,  at  a  spiritual  atmosphere 
rather  than  positive  instruction.  It  must  be  ap- 
proached with  urgency  and  reverence.  Mere  morality 
from  the  spiritual  impulse  misses  the  mark.  It  lacks 
^'igor  and  life.  The  teacher  must  devise  his  own  meth- 
ods. He  must  select  his  own  avenues  of  approach. 
Morality  has  been  defined  as  man's  relation  to  man, 
and  religion  as  man's  relation  to  the  universe.  In  the 
formative  period  this  question  of  relationship  must 
have  a  place — a  large  place. 

We  approach  this  problem  through  the  personality 
of  the  teacher,  through  an  organized  Young  Men's 
Christian  Association,  and  by  bringing  the  students  in 
personal  contact  with  the  spiritual  leaders  of  the  na- 
.tion. 


38  ARMS  AND  THE  BOY 

The  Daily  Schedule. — The  following  is  the  schedule 
in  force  at  Culver,  which  with  some  modifications  is 
essentially  that  of  other  schools  of  the  same  type: 

MONDAY  P.  M.         SUNDAY 

TO  (Saturday         MONDAY 

NATURE  OF  DUTY  SATURDAY     P.   M.    Same   as       A,  M. 

NOON  Sunday    P.    M.) 

A.  M.  A.  M.  A.  M. 

Reveille— 1st  call 5:50  7:00  5:50 

Assembly 6:00  7:10  6:00 

Sick  Call 6:25  8:40  6:25 

Police  Inspection i_  6:35  7:40  6:35 

Breakfast— 1st  call 6:45  7:50  6:45 

Assembly 6:55  8:00  6:55 

Study  and  Recitations 7:50  A.  M.  to  12:50  P.  M. 

Inspection  of  Quarters—  9:00 

Battalion  Inspection — ^ 

1st  call 9:30 

Assembly 9:40 

Church  Call 11 :00 

Assembly 11:10 

P.  M.  P.  M. 

Dinner— 1st  call 12:55  12:50 

Assembly 1:05  1:00 

The  battalion  is  marched  directly  from  dinner  to 
chapel  exercises.  On  Monday,  Tuesday  and  Thursday, 
chapel  exercises  are  of  fifteen  minutes'  duration.  On 
Wednesday  and  Friday,  the  spelling  period  is  omitted, 
and  this  period  thrown  into  the  chapel  exercises. 


ARMS  AND  THE  BOY  39 

P.  M.  P.  M. 

Spelling— 1st  call 2:10 

Assembly 2:15 

Help  Period 2:25 

Drill— 1st  call*. 2:55 

Assembly 3:05 

Recall  from  Drill 4:15 

Guard  Mounting — 

1st  call  4 :25  On  Sunday  Immediately 

Assembly 4:35  After  Church. 

Supper— 1st  call 6:05  6:00 

Assembly 6:15  6:10 

Call  to  Quarters 7:25  7:10 

Tattoo 9:25  9:10 

Call  to  Quarters 9:40  9:25 

Taps   9:45  9:30 

Saturday  afternoon  schedule  is  the  same  as  Sunday. 
Monday  afternoon  schedule  is  the  same  as  other  week 
days.  The  weekly  holiday  consists  of  Saturday  after- 
noon and  Monday  forenoon. 


CHAPTER  IV 
THE  FACULTY  OF  THE  STRICTLY  MILITARY  SCHOOL 

The  head  of  a  strictly  military  institution  in  con- 
formity with  the  West  Point  custom  is  ordinarily  des- 
ignated as  the  superintendent.  Usually,  he  is  a  man 
who  has  had  military  training.  Unless  such  is  the 
case,  the  institution  is  not  likely  to  achieve  the  highest 
degree  of  success  in  the  application  of  the  military  sys- 
tem. The  superintendent  does  not  as  a  rule  take  active 
part  in  the  military  instruction  of  cadets,  but  neces- 
sarily determines  to  what  extent  the  school  shall  be 
conducted  in  harmony  with  military  traditions. 

The  superintendent  naturally  has  the  immediate 
government  of  the  institution,  and  all  officers,  instruc- 
tors, cadets  and  employees  are  under  his  command. 
All  applications  for  unusual  privileges  and  cases  of 
severe  discipline  are  referred  to  him  for  his  judgment 
and  approval. 

The  Academic  Stafif. — The  faculty  is  ordinarily  di- 
vided into  an  academic  and  a  military  staff.  In  the 
smaller  schools  the  two  overlap,  but  in  some  of  the 
larger  schools  they  are  quite  distinct.  In  general,  the 
members  of  both  staffs  are  given  military  rank  and 
appear  in  uniform  while  on  duty.    The  rank  is  usually 

40. 


I 


ARMS  AND  THE  BOY  41 


local;  however,  in  some  institutions  commissions  are 
conferred  by  the  state,  either  on  the  entire  faculty, 
or  on  members  of  the  military  staff  alone. 

The  head  of  the  academic  staff  has  immediate  super- 
vision of  the  claslsipcation  of  cadets,  the  arrange- 
ment of  curriculum  and  the  methods  of  instruction. 
He  is  variously  designated  as  the  president  of  the 
academic  board,  the  head  master,  director  of  studies, 
etc. 

He  is  responsible  to  the  superintendent  for  the 
proper  conduct  of  the  academic  work  of  the  school. 
The  members  of  the  academic  staff  at  Culver  are 
designated  as  captain  and  instructor,  first  lieutenant 
ar.d  associate  instructor,  second  lieutenant  and  assist- 
ant instructor.  Each  academic  department  has  its 
own  head  who  is  a  full  instructor  and  also  receives 
ex;tra  compensation.  He,  in  turn,  is  responsible  to  the 
h(;ad  of  the  academic  staff  for  the  work  of  his  de- 
partment. 

The  Military  Staff. — The  mihtary  staff,  as  its  name 
implies,  is  directly  responsible  for  the  military  train- 
ing and  instruction  of  cadets.  At  its  head,  is  the  com- 
mandant of  cadets.  This  position  requires  a  man  of 
unusual  judgment  and  experience.  He  must  combine 
with  thorough  military  training  more  than  ordinary 
ability  to  deal  with  boys. 

Many  a  school  has  failed  as  a  military  institution 
because  this  post  was  inadequately  filled.  The  com- 
mandant of  cadets,  as  his  name  implies,  is  in  immedi- 
ate command  of  the  battalion  of  cadets;  he  is  also  the 


i 


42  ARMS  AND  THE  BOY 

chief  instructor  in  military  tactics  and  is  responsible 
for  discipline. 

The  Professor  of  Military  Science. — ^In  some  institu- 
tions the  post  of  commandant  of  cadets  is  filled  by 
the  officer  of  the  army  detailed  to  the  institution  by 
the  War  Department,  as  professor  of  military  science. 
In  others  it  has  seemed  best  to  appoint  as  command- 
ant of  cadets,  one  who  is  permanently  attached  to  the 
institution  and  who  may  study  its  needs  and  require- 
ments over  a  long  period  of  years.  In  such  cases,  the 
professor  of  military  science  acts  in  an  advisory 
capacity  to  the  superintendent,  but  does  not  take  im- 
mediate charge  of  discipline.  The  professor  of  mili- 
tary science  lectures  to  the  cadets  and  in  general 
directs  the  system  of  military  instruction  in  harmony 
with  the  requirements  of  the  War  Department. 

Other  Military  Instructors. — ^At  Culver,  the  military 
staff,  in  addition  to  the  two  officers  mentioned,  con- 
sists of  an  instructor  of  cavalry,  an  instructor  of  mili- 
tary engineering,  an  instructor  of  artillery,  an  instruc- 
tor of  target  practise  and  six  instructors  of  infantry. 
Each  of  these  officers  is  in  command  of  a  company  of 
the  corps  of  cadets.  At  West  Point,  the  barracks  are 
under  the  immediate  control  of  cadet  officers.  In 
military  schools  where  younger  boys  are  in  attendance, 
it  has  been  considered  desirable  to  have  officers  of  the 
faculty  quartered  in  barracks,  cadet  officers  acting  as 
their  assistants  in  maintaining  discipline. 

Oversight  of  Cadets. — A  complete  system  of  inspec- 
tion keeps  the  cadet  very  closely  under  the  supervision 


Building  a  Spar  Bridge  across  a  Stream  twenty-seven  feet  wide- 
Culver 


Instruction  in  Trestle  Bridge  Building— Western 


ARMS  AND  THE  BOY  43 


of  his  instructors.  These  inspections  are  designed  to 
insure  not  only  close  conformity  to  the  regulations  in 
the  matters  of  conduct,  but  also  to  see  that  study 
hours  are  carefully  observed  and  that  the  quarters 
are  kept  in  neat  and  soldiery  condition. 

These  inspections  are  made  by  officers  quartered  in 
barracks,  by  the  officer  of  the  military  staff  who  is 
especially  "in  charge"  of  discipline  for  the  day,  by 
the  cadet  officer  of  the  day  and  by  cadet  officers  who 
are  assistant  inspectors  of  divisions  of  barracks.  Some 
of  these  inspections  are  made  during  study  hours  and 
some  during  recreation ;  one  inspection  is  always  made 
between  the  hour  of  retiring  and  the  hour  of  rising. 

Superficial  Oversight  and  Oppressive  Surveillance. — » 

There  is  no  spying  on  the  cadet,  no  sneaking  around 
to  catch  him  unawares.  It  is  understood  that  his  offi- 
cers are  concerned,  not  so  much  in  catching  him  in 
breaches  of  regulations  as  in  discouraging  him  from 
breaking  them.  I  do  not  mean  to  say  that  a  system  of 
supervision  can  be  devised  that  will  eliminate  every 
opportunity  for  the  cadets  to  do  wrong.  It  would  be 
unwise  even  to  attempt  it.  For  the  boy  to  be  eternally 
under  the  eye  of  the  instructor  would  not  only  be  op- 
pressive, it  would  be  unproductive  of  the  best  results. 

There  is  a  happy  medium  between  superficial  over- 
sight, which  allows  serious  abuses  to  creep  in,  and  nag- 
ging, distrustful  surveillance  that  breeds  antagonism. 
There  is  some  tendency  for  the  cadet  to  react  when 
first  released  from  strict  discipline  of  the  military 
academy,  but  if  the  school  has  imparted  ideals  as  well 


44  ARMS  AND  THE  BOY 

as  discipline  it  is  my  experience  that  the  reaction  at 
worst  will  be  brief  and  not  very  serious. 

Relations  Between  Cadets  and  OflScers. — The  inter- 
course between  officers  and  cadets  on  duty  is  always 
formal.  Cadets  in  meeting  officers  extend  the  military 
salute,  which  the  officers  punctiliously  return. 

The  cadet  is  taught  to  understand  that  the  salute 
is  not  in  any  sense  an  expression  of  servility,  but  an 
exchange  of  courtesy  between  gentlemen  in  accordance 
with  the  military  custom,  the  junior  saluting  first. 

For  this  reason,  cadets  are  cautioned  that  perfunc- 
tory salutes  are  bad  form  and  that  a  salute  to  be 
really  courteous  must  be  rendered  with  spirit  and  pre- 
cision. If  an  officer  approaches  cadets  who  are  seated, 
they  stand  at  attention.  This  rule  does  not  apply  in 
the  reading  room,  recreation  rooms  or  on  the  athletic 
field  unless  the  cadet  is  spoken  to  by  the  officer. 

There  is  none  of  that  lolling  against  the  teacher's 
desk  and  greeting  him  with,  "Say,  I  would  like  to  know, 
etc."    A  cadet  reporting  to  an  officer  stands  squarely 

on  his  feet  and  saluting,  says:  "Sir,  Cadet  ^ 

reports  his  presence."  On  receiving  the  officer's  ac- 
knowledgment of  his  report  the  cadet  states  his  busi- 
ness in  a  direct,  businesslike  and  respectful  man- 
ner. If  the  officer  wishes  to  talk  with  the  cadet  in  a 
friendly  and  informal  manner,  he  may  ask  him  to  be 
seated,  but  at  the  conclusion  of  the  chat,  no  matter 
how  informal,  the  cadet  comes  to  attention,  salutes 
and  takes  his  departure  in  military  fashion.  The  im- 
provement that  this   strict   observance   of  military 


ARMS  AND  THE  BOY  45 


courtesy  makes  in  the  bearing  and  attitude  of  the  av- 
erage boy  is  very  striking. 

Formality  Not  Necessarily  a  Barrier. — Despite  this 
formal  intercourse  between  officer  and  cadet,  there  is 
real  respect  and  understanding  between  the  two.  Off 
duty,  there  is  friendliness  without  the  "slap  on  the 
back  intimacy"  so  destructive  of  real  influence. 

Capable  teachers,  men  who  have  a  real  genius  for 
handling  boys,  are  hard  to  secure.  The  problem  is 
even  more  difficult  in  the  military  school.  The  careful 
observance  of  the  rules  of  military  courtesy,  the  sa- 
lutes, the  standing  at  attention,  the  use  of  the  "sir," 
inculcates  respect  for  authority  and  good  manners,  but 
they  may  interpose  a  barrier  to  reaching  the  real  boy 
unless  the  teacher  or  officer  is  possessed  of  just  the 
right  qualities  of  tact,  discrimination  and  good  judg- 
ment. 


CHAPTER  V 

STUDIES  AND  METHODS  OF  INSTRUCTION  IN  THE  MILITARY 

SCHOOL 

The  military  school  differs  very  little,  if  any,  from 
the  civilian  preparatory  school  in  its  courses  of  study. 
Its  methods  of  instruction,  however,  are  more  or  less 
influenced  by  the  military  traditions  of  the  school  and 
its  daily  schedule  is  necessarily  made  more  full  by 
the  addition  of  military  drill.  Since  the  drill  supple- 
ments the  curriculum  of  the  civilian  school,  it  is  fair 
to  ask  whether  it  trenches  on  the  boy's  time  for  study. 

Does  Drill  Interfere? — ^The  time  that  is  given  to 
actual  drill  is,  in  part,  time  that  goes  to  waste  in  a 
less  carefully  organized  schedule  and  in  part  it  is  time 
that  the  boy  in  the  civilian  school  would  have  to  him- 
self. This  does  not  mean  that  the  cadet  is  overworked. 
Not  including  meals,  he  has  from  an  hour  and  a  half 
to  two  hours  recreation  daily. 

He  also  has  Saturday  afternoon,  Sunday  afternoon, 
a  part  of  Monday  forenoon,  and  Saturday  and  Sunday 
evenings.  If  necessary,  he  may  readily  give  even  a 
portion  of  this  time  to  extra  study  since  he  gets  a  fair 
amount  of  daily  exercise  from  the  required  drills. 

Ordinarily,  however,  if  he  makes  good  use  of  his 

46 


w 


ARMS  AND  THE  BOY  47 


time,  he  will  find  sufficient  opportunity  to  prepare  his 
lessons  in  the  regularly  allotted  study  hours. 

At  Culver,  a  cadet  has  per  day  an  average  of  four 
periods  of  recitation  of  forty-five  minutes  each  with 
two  hours  and  a  half  for  study  during  the  day  and  two 
hours  and  fifteen  minutes  in  the  evening.  This  will  be 
found  to  differ  very  little,  if  any,  from  the  average 
allotment  of  time  for  study  and  recreation  in  the 
ci\'ilian  school. 

Special  "Help"  Periods. — At  Culver,  a  special  "help" 
period  is  included  in  the  day's  schedule.  During  this 
period,  instructors  are  required  to  be  on  duty  in  their 
class  rooms  and  to  give  assistance  to  cadets  who  call 
on  them.  This  does  not  preclude  the  giving  of  assist- 
ance at  other  times,  but  it  furnishes  a  definite  period 
for  that  purpose  when  no  other  duties  conflict.  Cadets 
m;ay  be  instructed  to  report  during  this  period  or  they 
may  go  of  their  own  volition. 

I  do  not  know  of  this  system  being  employed  else- 
where. It  is  not  given,  therefore,  as  a  typical  arrange- 
ment, but  simply  as  a  scheme  that  has  worked  out 
very  satisfactorily  in  practise.  It  is  in  harmony  with 
the  mihtary  idea  of  having  a  definite  time  for  every 
important  thing  and  furnishes  assistance  more  com- 
prehensively and  effectively  than  is  possible  under  a 
schedule  with  no  designated  time  for  this  purpose. 

Danger  of  Military  Features  Overshadowing  the 
Academic. — There  is  a  danger  that  the  military  fea- 
tures of  the  school  may  overshadow  its  academic  work, 
but  such  need  not  be  the  case.    No  institution  in  the 


48  ARMS  AND  THE  BOY 

country  has  been  able  to  maintain  more  rigid  stand- 
ards of  academic  efficiency  than  West  Point,  yet  the 
time  and  attention  given  to  purely  military  parts  of  the 
curriculum  are  necessarily  much  greater  than  in  private 
military  schools. 

West  Point,  however,  puts  a  high  premium  on  aca- 
demic efficiency.  The  relative  rating  of  cadets  in  the 
academy,  their  rank  at  graduation,  the  arm  of  service 
to  which  assigned,  in  fact,  the  particular  cast  of  their 
life's  work,  is  determined  by  their  class  standing. 

It  is  necessary  for  private  military  schools  likewise 
to  place  a  high  premium  on  scholarship  and  to  guard 
against  class-room  duties  becoming  eclipsed  by  those 
military  features  which  make  a  more  ready  appeal  to 
the  cadets'  interest. 

Satisfactory  academic  work  as  a  requirement  for 
promotion  to  mihtary  rank,  the  appointment  as  class 
marcher  of  the  cadet  who  stands  highest  in  his  sec- 
tion, and  the  awarding  of  special  insignia  to  men  who 
win  academic  honors,  afford  tangible  evidence  to  the 
cadet  that  the  authorities  wish  to  encourage  good 
class-room  work. 

But  these  are  not  sufficient  in  themselves.  If  a  cadet 
is  permitted  to  rock  along  with  half  prepared  recita- 
tions and  slipshod  work  in  the  class-room  while  a  high 
degree  of  accuracy  and  thoroughness  is  required  of 
him  on  the  drill  field,  he  will  very  naturally  conclude 
that  his  studies  are  considered  of  less  importance  than 
drill. 

It  becomes  doubly  important,  therefore,  that  any 


IB 


ARMS  AND  THE  BOY  49 


failure  of  the  cadet  in  his  academic  work  should  re- 
ceive careful  and. effective  attention. 

Supervision  of  Class-Room  Work. — The  supervision 
of  class-room  work  and  the  investigation  of  the  cause 
of  any  failure  of  cadets  to  keep  up  to  the  required 
standard  are  duties  of  the  head  of  the  academic  depart- 
ment. To  him  must  be  reported  each  day,  cadets  who 
fail  to  keep  their  work  up  to  the  standard  of  which 
they  are  capable  or  who  neglect  to  bring  assigned  work 
to  the  class. 

These  cadets  may  at  his  discretion  be  required  to 
report  to  study  hall  during  the  recreation  period,  or 
may  be  required  to  prepare  their  lessons  during  study 
hours  in  the  study  hall  instead  of  in  their  rooms. 
Study  hall  is  maintained  both  in  the  evening  and  dur- 
ing the  day.  In  fact,  two  study  halls  are  maintained: 
one  for  cadets  who  really  need  assistance,  and  one 
for  cadets  who  need  only  to  be  made  to  study. 

In  the  latter  class,  will  fall  those  boys  of  more  than 
usual  ability  who  are  satisfied  with  mediocre  work,  and 
who,  unless  they  receive  as  definite  attention  as  the 
boys  who  need  actual  assistance,  will  fail  to  get  the 
discipline  that  comes  from  hard  work  and  will  prob- 
ably go  out  from  the  school  less  efficient  workers  and 
thinkers  than  some  of  their  slower  comrades.  It  is 
not  always  an  easy  matter,  as  teachers  know,  to  de- 
termine when  a  boy  is  working  up  to  the  limit  of  his 
ability  or  to  distinguish  between  the  boys  who  require 
assistance  and  those  who  merely  need  prodding. 

During  the  last  few  years  at  Culver  considerable 


M 


50  ARMS  AND  THE  BOY 

study  has  been  given  to  the  matter  of  determining  a 
coefficient  of  efficiency  for  each  cadet;  something  that 
will  supplement  the  judgment  of  the  teacher  in  de- 
termining whether  or  not  he  is  working  up  to  the  limit 
of  his  ability  and  that  will  also  give  a  more  scientific 
and  satisfactory  basis  for  his  classification. 

Mental  Tests. — In  this  connection  a  new  position  has 
been  created  in  the  faculty ;  that  of  consulting  psychol- 
ogist. In  addition  to  conferring  with  teachers  in  re- 
gard to  class-room  methods  of  grading  and  with  indi- 
vidual cadets  in  regard  to  their  methods  of  study  and 
other  particular  difficulties,  he  has  given  much  atten- 
tion to  correlating  a  system  of  mental  tests  from  which 
may  be  gained  a  fairly  accurate  idea  of  the  ability  of 
each  cadet  and  his  probable  aptitude  for  certain  lines 
of  effort. 

These  tests,  like  the  medical  and  physical  examina- 
tions, are  given  to  all  cadets  on  entering  the  academy. 
To  avoid  a  feeling  of  restraint  and  embarrassment  they 
are  first  given  to  groups  and  later  those  cases  that 
seem  to  warrant  special  study  are  given  more  extended 
individual  tests. 

Enhanced  by  Uniform  Life  of  Cadets. — The  uniform 
conditions  under  which  all  members  of  a  military  school 
live  and  study  render  it  possible  to  make  comparisons 
and  deductions  from  psychological  tests  with  a  much 
greater  degree  of  reliability  than  would  be  possible 
in  other  schools.  It  is  for  this  reason  that  Culver 
was  able  to  attract  from  a  large  university  one  of  the 
most  active  investigators  in  the  field  of  mental  tests. 


II 


II 


Review  of   Salt  Lake  High-School   Cadets 
One   of   the   crack  high-school   cadet   corps   of   the   country 


W"-^ 


Members  of  Indiana  State  Board  of  Education  \\  atching  Drills 
of  High-School  Cadets 


ARMS  AND  THE  BOY  51 


The  West  Point  Plan. — Many  military  schools  have 
adopted  the  West  Point  plan  of  dividing  the  classes  in 
each  subject  into  small  sections.  The  number  of  cadets 
in  each  section  rarely  exceeds  ten  or  twelve  and  in 
those  sections  which  contain  the  more  backward  stu- 
dents there  are  frequently  not  more  than  five  or  six. 

This,  of  course,  necessitates  a  large  teaching  force, 
but  it  results  in  the  students  covering  the  subject  with 
greater  thoroughness,  avoids  crowding  those  who  are 
slower  or  holding  back  the  more  apt,  and  makes  its  pos- 
sible to  require  daily  recitations  from  each  cadet  and 
to  give  the  individual  a  greater  amount  of  personal  at- 
tention. 

Under  such  a  system,  there  is  naturally  more  oppor- 
tunity of  correcting  the  w^asteful  and  unscientific 
methods  of  study  so  characteristic  of  most  prepara- 
tory schoolboys.  It  is  needless  to  say  that  the  boy 
who  has  really  learned  to  work  goes  to  college  with  a 
much  more  valuable  asset  than  a  list  of  credits  or  a 
mind  crammed  for  an  entrance  examination. 

Special  Provisions  for  Boys  Not  Going  to  College. — 
There  are  many  boys  who  will  benefit  by  a  secondary 
school  education  who  would  not  find  it  worth  while  to 
go  to  college.  These  boys  as  a  rule  require  a  degree 
of  guidance  and  help  that  can  not  be  afforded  in  the 
large  classes  of  the  high  school.  It  is  doubtful  also 
whether  our  best  private  schools  make  adequate  pro- 
vision for  this  type  of  boy.  The  course  in  such  schools 
as  a  rule  is  shaped  almost  entirely  with  a  view  to 
preparing  boys  for  college. 


k 


52  ARMS  AND  THE  BOY 

Developing  Executive  Qualities. — Boys  of  the  type 
referred  to,  however,  are  worthy  of  the  best  efforts  of 
the  private  school.  The  military  system  frequently 
discloses  in  this  type  executive  ability  and  other  quali- 
ties which  will  enable  the  boy  to  attain  a  high  degree 
of  success  in  business  or  commercial  pursuits.  It  is 
for  this  reason,  perhaps,  that  schools  like  Culver  have 
considered  it  especially  worth  while  to  give  these  boys 
an  unusual  degree  of  help  and  guidance  and,  in  some 
cases,  to  make  special  provision  for  them  in  their 
courses  of  study. 

At  Culver,  a  business  course  is  offered  which  has 
been  prepared  with  as  much  care  and  attention  as  the 
courses  designed  for  boys  who  are  preparing  for  col- 
lege. This  course  is  not  analogous  to  that  of  the  busi- 
ness colleges.  It  includes  such  electives  as  stenography, 
bookkeeping  and  commercial  law,  but  its  aim  is  to 
give  the  boy  fundamental  principles  rather  than  com- 
mercial practise,  and  in  addition  to  afford  him  as  much 
general  information  and  cultural  training  as  possible. 

Moderate  Ability. — ^In  affording  the  special  help  and 
guidance  that  will  enable  boys  of  very  moderate  abil- 
ity and  boys  who  lack  a  taste  for  books  to  graduate 
from  the  school,  some  risk  is  run  of  encouraging  these 
boys  to  waste  time  in  attempting  a  college  course  from 
which  they  will  be  unable  to  derive  any  adequate  bene- 
fit. 

To  regulate  this  in  a  measure,  Culver  will  not  recom- 
mend for  admission  to  college  without  examination 
boys  who  fail  to  make  grades  of  eighty  or  above  in  all 


ARMS  AND  THE  BOY 


53 


of  the  subjects  of  the  last  two  years.  From  time  to 
time,  boys  who  are  below  this  standard  succeed  in  gain- 
ing admission  to  college  and  fail  to  do  credit  to  the 
school.  This  consideration  is  more  than  offset,  how- 
e^'^er,  by  the  training  for  useful  citizenship  that  has 
been  given  many  other  boys  who  without  the  incentive 
of  a  diploma  and  without  special  help  might  have  been 
denied  the  opportunity  afforded  them  by  a  secondary 
school  course. 


\ 


CHAPTER  VI 
COOPERATION  OF  CADETS  IN  MATTERS  OF  DISCIPLINE 

A  DISTINCT  feature  of  the  military  school  system  is 
the  obligation  of  cadets  when  on  duty  to  report  fellow 
cadets  who  violate  the  rules.  The  cadet,  off  duty, 
will  no  more  tell  tales  on  his  fellows  than  the  boy  in 
other  schools.  When  the  relationship  is  purely  that  of 
comrade  to  comrade,  it  is  not  expected  of  him,  but  on 
duty  it  is  different.  In  all  military  schools  the  cadet 
officers,  the  marcher  of  a  class,  and  the  sentinel  on 
duty,  are  expected  to  report  breaches  of  discipline 
on  the  part  of  their  fellows.  Sometimes  this  is  not 
conscientiously  done  and  where  such  is  the  case,  the 
effect  is  evil,  both  on  the  boy  who  is  pretending  to  do 
a  duty  which  he  fails  to  perform  and  on  the  boy  under 
him  who  gets  such  a  bad  object  lesson  in  fidelity  to  a 
trust. 

"Off  Duty"  and  "On  Duty."— Under  an  honor  system, 
cadets  may  be  made  to  understand  the  difference  be- 
tween being  on  duty  and  off  duty,  and  a  roommate 
or  a  chum  may  be  reported  without  giving  offense 
if  the  report  is  just.  It  is  understood  that  the  action  is 
impersonal  and  a  matter  of  duty. 

It  is  not  easy  to  bring  this  about ;  it  requires  careful 
molding  of  the  traditions  of  the  school  and  keeping 

54 


ARMS  AND  THE  BOY  55 


constantly  before  the  cadet  officers  the  highest  ideals 
of  duty. 

Cadet  Officers'  Responsibility. — ^It  can  be  accom- 
plished, however,  and  it  can  be  carried  to  a  point  where 
cadet  officers  feel  a  responsibility,  even  off  duty,  for 
anything  which  affects  the  honor  and  good  name  of  the 
school.  When  this  point  is  reached  something  very 
vital  has  been  gained,  for  however  vigilant  the  officers 
or  teachers  of  the  school  may  be,  they  can  not  know 
everything  that  goes  on  below  the  surface  of  outward 
conformity.  But  if  they  can  inspire  the  cadets  them- 
selves to  be  the  guardians  of  the  best  interests  of  the 
corps  in  these  vital  matters,  then,  indeed,  may  they 
say  to  the  parent,  "This  school  is  a  safe  place  for 
your  boy." 

Effect  on  Character. — ^The  system  of  appointment  of 
cadet  officers  and  the  administration  of  discipline 
through  them  afford  one  of  the  finest  features  of  the 
military  school.  Service  as  a  cadet  officer  furnishes  a 
\  aluable  opportunity  for  the  rounding  out  of  character 
and  for  the  acquirement  of  executive  experience.  The 
minute  a  boy  is  given  discipline  to  enforce  he  sees  the 
other  side  of  the  shield ;  he  acquires  balance  and  a  sense 
of  proportion;  the  view-point  of  the  governor  as  well 
jis  the  governed.  I  have  seen  preparatory  schoolboys 
gain  from  their  experience  as  lieutenants  and  cap- 
tains a  poise  and  bearing  that  would  be  more  than 
marked  even  among  mature  college  men. 

In  the  best  schools  the  greatest  care  is  exercised  in 
the  selection  of  these  cadet  officers.    Those  on  whom 


56  ARMS  AND  THE  BOY 

the  most  responsibility  rests  are  the  commissioned  offi- 
cers, the  captains  and  lieutenants,  chosen  from  the' 
most  mature  boys  of  the  senior  class.  No  one  who 
has  served  less  than  two,  preferably  three  years,  is 
selected. 

Prime  Requisites. — ^There  should  be  abundant  oppor- 
tunity before  such  responsibility  is  placed  in  him,  not 
only  for  the  boy  to  become  thoroughly  imbued  with 
the  best  traditions  of  the  school,  but  for  those  who 
appoint  him  to  become  familiar  with  his  every  trait 
and  tendency. 

That  the  boy  should  be  showy  in  appearance,  even 
that  he  have  force  and  ability  to  command,  are  not 
sufficient.  Great  care  must  be  exercised  to  guard 
against  the  danger  of  jingoism  and  the  spirit  that 
manifests  itself  in  the  swagger  of  the  swashbuckler. 
That  the  candidate  for  promotion  is  trustworthy,  that 
he  is  able  to  resist  the  lure  of  popularity  in  the  strict 
performance  of  his  duty,  that  he  is  conscientious, -that 
he  is  instinctively  fair  and  honorable, — these  are  the 
prime  requisites. 

Judging  Fitness  for  Promotion. — ^These  things  can 
not  be  determined  in  a  few  hours'  thought  in  making 
up  a  list  at  the  end  of  a  year.  One  of  the  most  im- 
portant things  that  has  been  worked  out  at  Culver, 
is  a  system  of  efficiency  records  which  keeps  through- 
out the  year  the  qualifications  of  the  boy  constantly 
in  the  minds  of  those  who  are  finally  to  judge  of  his 
fitness  for  promotion.  By  this  plan  the  estimates  of 
character  and  merit  on  which  appointments  are  made 


ARMS  AND  THE  BOY  57 

at  the  end  of  the  term  are  as  nearly  correct  as  it  is 
humanly  possible  to  make  them.  By  this  plan 
the  danger  of  putting  into  positions  of  trust  and  re- 
sponsibility boys  who  will  use  their  influence  harm- 
fully is  reduced  to  the  minimum. 

Training  of  Cadet  Officers. — The  cadet  officers  hav- 
ing been  wisely  chosen,  it  becomes  necessary  to  train 
them  with  the  greatest  care.  There  must  be  the  closest 
cooperation  between  cadet  officers  and  officers  of  the 
school,  but  there  must  be  the  nicest  distinction  between 
cooperation  and  carrying  too  much  of  the  boy's  respon- 
sibility for  him.  Herein  is  where  a  serious  mistake 
is  sometimes  made.  The  boy's  office  must  mean  more 
to  him  than  the  opportunity  to  wear  chevrons  and 
to  give  mechanical  commands  at  drill. 

While  each  company  has  attached  to  it  an  officer  of 
the  school,  he  is  there  in  an  advisory  capacity;  the 
actual  handling  of  the  company  is  done  by  the  cadet 
captain. 

Relation  to  Other  Cadets. — ^It  is  impressed  upon  him 
that  it  is  not  sufficient  for  him  merely  to  instruct  the 
members  of  his  company  in  marching  and  going 
through  the  manual  of  arms,  to  prevent  trifling  and 
talking,  and  require  obedience.  He  must  take  a  keen 
interest  in  the  welfare  of  every  boy  in  his  company. 
His  relationship  must  be  such  that  the  boy  will  be 
willing  to  come  to  him  for  advice  in  intimate  matters 
and  talk  to  him  about  things  that,  because  they  per- 
haps involve  his  comrades,  he  would  hesitate  to  speak 
about  to  an  officer  of  the  faculty. 


I 


58  APwMS  AND  THE  BOY 

Zeal  Tempered  with  IGndness  and  Fairness. — ^The 
.captain  must  be  taught  also  that  he  has  a  responsi- 
bility for  the  other  company  officers  under  him.  If  a 
newly  appointed  corporal  in  the  first  enthusiasm  of  his 
new  honors  is  overzealous  and  antagonizes  and  ruffles 
the  cadets  in  the  company  by  noisy  and  unnecessary 
corrections,  he  has  to  be  straightened  out.  If  some 
one  has  been  unfair,  has  really  "got  it  in  for  some 
cadet,"  a  thing  that  does  not  often  happen  with  care- 
ful selection,  here  again  the  cadet  captain  must  take 
a  hand  and  see  that  the  offending  one  is  removed 
from  the  position  he  abuses.  He  must  encourage  and 
stimulate  those  who  are  not  doing  well,  meet  and  talk 
to  them  from  the  vantage  point  of  being  a  fellow  cadet. 
He  must  "weed"  out  the  mere  "knocks"  and  take  the 
just  grievances  of  his  men  to  higher  authority  when 
he  can  not  adjust  them. 

It  is  amazing  how  successfully  this  sort  of  thing  is 
done  by  boys  of  seventeen  and  eighteen.  Unless  this 
phase  of  the  cadet  officer's  duty  is  strongly  emphasized, 
the  system  is  of  little  value  either  to  the  school  or  to 
the  boy  who  has  won  for  himself  by  diligence  and 
fidelity  the  award  of  an  officer's  chevrons. 


CHAPTER  Vn 

TilE  SYSTEM  OF  DISCIPLINE  IN  THE  STRICTLY  MILITARY 

SCHOOL 

Those  who  regard  discipline  in  a  narrow  and 
restricted  sense  as  something  that  applies  only  to  meas- 
ures that  must  be  taken  with  boys  of  an  unruly  type, 
a];e  apt  to  conclude  that  because  the  military  school 
stresses  discipline  it  specializes  in  those  boys  whom 
tlieir  parents  or  civilian  schools  can  not  control. 

This  is  a  mistake.  Military  schools  of  the  best  type 
are  as  careful  in  the  character  of  the  students  admitted 
as  are  the  best  civilian  schools,  and,  perhaps,  have  the 
advantage  of  the  civilian  school  in  possessing  a  system 
v/hich  reveals  with  greater  certainty  and  with  less 
loss  of  time  any  boy  of  undesirable  influence  who  may 
have  slipped  through  despite  the  safeguards  to  admis- 
sion. 

The  Need  for  Discipline. — Quite  apart  from  the  boy 
of  bad  character,  however,  is  the  average  American 
boy  who  is  notably  lacking  in  respect  for  authority; 
and  the  son  of  the  wealthy  and  well-to-do,  for  whom 
life  has  been  too  easy ;  and  the  only  boy,  of  whom  there 
are  many,  and  around  whom  the  home  circle  has  re- 
volved until  he  has  become  selfish  and  self-centered. 
There  is  to  be  considered  also  the  fact  that  a  time 

59 


60  ARMS  AND  THE  BOY 

comes  in  the  life  of  every  normal  boy  when  he  chafes 
under  home  discipline  and  when  others  can  deal  with 
him  more  effectively  than  his  parents. 

Building  of  Character. — Discipline  should  not  be  a 
side  issue  or  a  by-product  of  the  school.  There  is  too 
much  emphasis  laid  on  mere  book  learning ;  too  little  on 
the  building  of  character.  "The  next  twenty  pages  in 
history ;  the  next  ten  problems  in  algebra,"  make  defi- 
nite tasks  that  take  care  of  themselves.  The  dis- 
cipline of  the  boy's  moral  nature,  the  strengthening 
of  his  moral  fiber,  should  receive  positive,  definite,  at- 
tention. Any  system  should  be  welcomed  that  tends 
definitely  to  bring  out  the  best  that  is  in  a  boy,  that 
develops  his  sense  of  honor  and  of  duty  and  that 
teaches  him  to  obey  that  he  later  may  learn  to  com- 
mand. 

Effectiveness  of  the  Military  System. — The  military 
system  accomplishes  these  things  effectively  because 
it  appeals  to  the  boy.  It  fails  to  appeal  only  when  it 
is  a  hollow  sham  to  tickle  the  fancy  or  lure  pupils, 
as  it  unfortunately  is  in  some  schools. 

But  if  it  is  real  it  exercises  over  him  a  subtle  and 
far-reaching  influence ;  it  makes  him  submit  himself  to 
a  system  of  plain  and  wholesome  living  and  to  restric- 
tions under  which  he  would  probably  rebel  in  any  other 
type  of  school. 

There  are  over-indulgent  parents  and  spoiled  children 
in  every  generation,  but  there  are  also  in  this  genera- 
tion many  thoughtful  and  earnest  parents  who  find 
themselves,  in  the  face  of  modern  conditions,  powerless 


ARMS  AND  THE  BOY  61 


to  train  and  safeguard  their  children  as  they  would 
during  that  period  of  greatest  danger,  from  fourteen 
to  twenty. 

Needs  the  Home  Can  Not  Always  Supply. — The  boy 
needs  oversight  at  that  time  of  the  most  careful  and 
tactful  nature.  He  needs  a  normal  wholesome  atmos- 
phere, regular  hours,  simple  diet  and  abundant 
exercise.  He  needs  to  be  thrown  on  his  own  resources 
just  far  enough,  but  not  too  far.  His  sense  of  honor 
must  be  appealed  to  but  undeveloped  character  must 
not  be  placed  under  too  great  a  strain. 

He  must  learn  by  suffering  the  penalty  of  his  mis- 
takes not  to  make  them  a  second  time ;  but  the  penal- 
ties, if  they  are  not  to  antagonize  and  lose  their  effect, 
must  be  impersonal  and  meted  out  with  exact  justice. 
Kewards  must  also  play  their  part.  Such  conditions 
are  almost  ideally  provided  by  an  intelligently  applied 
military  system. 

The  Discipline  Must  Be  Real. — Some  schools  have 
been  timid  about  applying  the  military  system.  They 
have  been  fearful  of  scaring  boys  if  they  made  it  too 
hard.  The  result,  as  a  rule,  is  a  discipline  that  is 
poverty-stricken  in  results. 

Boys  are  not  afraid  of  a  few  hardships  if  they  are 
sure  that  they  are  getting  the  real  thing.  They  may 
do  a  little  grumbling  now  and  then,  like  the  rest  of 
us,  but  they  will  enter  into  the  spirit  of  a  thing  that 
they  respect.  They  have  a  fine  contempt  for  the  imi- 
tation. They  do  not  like  to  feel  that  they  are  simply 
"tin"  soldiering. 


k 


62  ARMS  AND  THE  BOY 

Playing  the  Game. — I  have  seen  boys  who  had  been 
brought  up  in  ease  and  luxury,  grooming  horses  on 
the  picket  line,  peeling  potatoes  in  the  field  kitchen, 
on  an  overnight  march,  or  standing  guard  on  a  cold 
rainy  night,  and  doing  it  cheerfully  with  never  a 
thought  of  not  playing  the  game.  And  I  have  seen 
many  a  youngster  around  whom  the  home  circle  had 
revolved  from  the  day  of  his  birth,  obeying,  without 
question  and  with  the  most  soldierly  spirit,  the  orders 
of  cadet  officers  and  sentinels  of  his  own  age  and 
younger.  I  have  seen  the  amazement  and  sometimes 
the  amusement  of  parents  because  their  boys  on  the 
very  day  of  entrance  have  so  caught  the  spirit  of  the 
thing  that  apparently  their  whole  attitude  toward  obe- 
dience and  promptness  had  undergone  a  transforma- 
tion. 

Where  the  traditions  are  right  and  the  true  military 
spirit  prevails  the  boy  senses  it  immediately. 

Illustrating  the  Effect  on  the  Boy. — ^A  specialist  who 
visited  a  certain  school  said  to  a  boy  who  had  been 
under  his  care,  "You  hear  better  than  you  used  to." 
"You  have  to  hear  here,  sir,"  was  the  immediate  re- 
sponse. This  conveys  a  very  good  idea  of  the  boy's 
attitude  toward  military  discipline,  as  does  the  remark 
that  a  bright  youngster  made  to  his  mother  on  his 
return  home  for  his  first  vacation:  "Mother,  "  he  said, 
"why  haven't  you  all  these  years  told  me  *do  it'  instead 
of  'won't  you  do  it?'  It  would  have  saved  me  hours." 
Strangely  enough,  however,  the  mother's  "do  it"  would 
probably  not  have  been  so  effective  as  the  "do  it"  of 


ARMS  AND  THE  BOY  63 


the  smallest  corporal  with  the  badge  of  military  au- 
thority on  his  sleeve  and  the  atmosphere  of  military 
traditions  behind  him. 

During  an  experience  of  seventeen  years  with  some 
six  thousand  boys,  I  can  recall  but  few  cases  of  direct 
disobedience  to  orders.  Of  course,  under  military  rules 
direct  disobedience  means  expulsion  or  some  heavy 
penalty.  Talking  back  is  a  serious  offense,  but  it 
takes  something  more  potent  than  the  mere  fear  of  a 
penalty  always  to  keep  in  check  the  quick  temper  and 
to  secure  unquestioning  obedience  and  respect  for  au- 
thority from  the  very  start,— especially  when  so  fre- 
quently these  things  are  not  required  at  home. 

Respect  for  Authority. — ^If  the  boy  merely  obeyed 
under  the  influence  of  military  suggestion  and  con- 
tinued to  argue  matters  at  home,  little  would  be  gained. 
As  a  matter  of  fact,  however,  his  life,  month  after 
raonth,  in  an  atmosphere  of  discipline,  inculcates  a  real 
jind  permanent  respect  for  authority.  I  have  the  testi- 
mony of  many  parents  to  that  effect. 

I  have  no  particular  reference  to  the  so-called  unruly 
boy.  This  lack  of  respect  for  authority  is  quite  a  com- 
mon trait  in  the  American  youth  and  any  system  that 
corrects  it  effectively  renders  a  distinct  service  to  the 
boy,  his  parents  and  the  state. 

A  Surgeon's  Testimony. — Doctor  Austin  A.  Hayden, 
a  Chicago  nose  and  throat  specialist,  and  member  of 
the  faculty  of  Rush  Medical  College,  told  me  that  the 
effect  of  military  discipline  had  manifested  itself  in 
a  very  interesting  way  in  connection  with  his  practise 


I. 


64  ARMS  AND  THE  BOY 

at  Culver.  The  institution  had  made  especial  arrange- 
ment with  him  to  operate  on  those  of  its  cadets  who, 
from  time  to  time,  were  found  to  be  handicapped  by 
enlarged  tonsils,  adenoids  and  similar  ailments.  In 
every  one  of  these  cases,  he  said,  he  had  been  able  to 
operate  perfectly  with  the  use  of  merely  local  anes- 
thetics. He  was  not  only  able  to  operate  much  more 
speedily,  but  also  more  effectively.  The  boy  did  exactly 
what  he  was  told  the  instant  he  was  told  and  submitted 
unflinchingly  to  the  operation.  In  no  other  type  of 
school,  he  said,  could  he  have  done  this  in  every  case. 
The  difference  to  him  was  most  marked. 

Hazing. — On  account  of  its  character  as  a  govern- 
ment institution,  a  great  deal  of  publicity  was  given  at 
one  time  to  the  alleged  mistreatment  of  new  cadets  at 
West  Point,  and  in  the  minds  of  some  people  an  asso- 
ciation grew  up  between  military  schools  and  hazing. 
Hazing  is  no  more  a  necessity  in  a  military  school 
than  in  a  non-military  school.  That  has  been  demon- 
strated by  its  practical  elimination  from  the  govern- 
ment schools.  As  a  matter  of  fact,  I  have  heard  of 
more  brutal  forms  of  hazing  in  some  of  the  colleges 
than  I  have  ever  known  to  be  practised  in  military 
schools. 

Unquestionably,  the  greenness  of  the  newcomer  is 
emphasized  at  first  by  his  utter  unfamiliarity  with 
mihtary  customs  and  requirements  and  undoubtedly 
this  mental  awkardness  furnishes  a  strong  temptation 
to  the  upper  classmen  to  have  fun  at  the  new  man's 
expense. 


ARMS  AND  THE  BOY  65 


The  opportunity  should  be  given  for  this  first  awk- 
wardness to  wear  off  before  the  older  cadets  appear 
on  the  scene. 

After  all,  however,  hazing  must  be  controlled  largely 
by  the  sentiment  of  the  cadets  themselves.  Doubtless 
in  some  of  its  milder  forms  it  has  proved  beneficial. 
I  remember  a  case  that  once  came  to  my  notice  of  a  new 
boy  who  walked  over  from  the  hotel  permitting  his 
mother  to  carry  his  suit-case.  I  learned  afterward 
that  some  of  the  upper  classmen  had  occupied  this 
young  man's  leisure  time  for  several  days  afterward 
in  making  him  carry  his  suit-case  up  and  down  the 
stairs  of  his  barrack. 

Undoubtedly  they  taught  him  a  lesson  in  gallantry 
that  could  not  have  been  so  effectively  imparted 
through  more  official  channels.  But  boys  as  a  rule  do 
not  show  much  discretion  in  these  things  and  any  lati- 
tude is  apt  to  be  abused.  Eeal  esprit  de  corps  is  not 
cultivated  by  hazing  and  much  more  harm  than  good 
results  from  its  practise,  for  the  bully  takes  refuge 
under  such  a  system  and  is  protected  by  it. 

Excuse  Offered. — The  discipline  of  the  conceited  and 
stubborn  is  the  excuse  usually  advanced  for  the  prac- 
tise of  hazing,  but  the  legitimate  use  of  military  dis- 
cipline and  the  traditions  of  the  school  are  effective 
v/ith  the  majority  of  such  boys  and  it  is  better  to  drop 
from  the  school  those  exceptional  cases  in  which  mili- 
tary discipline  is  not  effective  than  to  permit  hazing 
in  any  form. 

There  is  really  less  excuse  for  hazing  in  a  military 


I 


66  ARMS  AND  THE  BOY 

school  than  in  any  other.  If  the  discipline  of  the 
school  can  not  command  the  new  cadet's  respect  with- 
out being  reinforced  by  hazing,  the  discipline  is  not 
of  the  best  sort. 

Sentiment  Against  Hazing. — ^I  have  found  that  even 
invariable  dismissal  of  offenders  will  not  control  haz- 
ing, but  that  it  is  necessary,  in  addition,  to  cultivate 
a  sentiment  against  it  among  the  cadets  themselves. 
Even  then,  interference  with  new  cadets  will  occur, 
but  it  will  be  sporadic  at  least  and  not  a  practise. 
For  ten  years  I  have  not  known  a  case  that  was  in  the 
shghtest  degree  serious  although  it  has  been  neces- 
sary, from  time  to  time,  to  dismiss  cadets  for  this 
offense. 

I  believe  such,  in  general,  is  the  experience  of  the 
best  military  schools  and  that  for  the  most  part  they 
are  as  free  from  hazing  as  any  institution  can  be  in 
which  live  red-blooded  boys  are  gathered  together. 
The  rules  of  the  school  generally  prescribe  not  only 
that  no  tricks  or  pranks  shall  be  played  on  the  new 
cadet,  but  also  that  no  service  shall  be  required  or 
accepted  of  him. 

The  School  Must  Rule.- — Every  school,  at  one  time  or 
another  in  its  history,  has  had  to  deal  with  the  con- 
certed action  of  students  to  disobey  a  regulation  or  to 
show  disapproval  of  some  official  action.  The  discipline 
of  the  school  is  forever  influenced  by  the  stand  it  takes 
in  such  crises.  Especially  is  this  the  case  in  a  military 
school. 

Combinations  Against  Authority. — ^If  the  boys  feel' 


IB 


ARMS  AND  THE  BOY  67 


that  they  can  awe  the  authorities  by  mere  show  of 
numbers  and  that  the  numerical  strength  of  those  com- 
mitting an  offense  can  tie  the  hands  of  the  school  in 
inflicting  a  suitable  penalty,  there  will  be  endless  trou- 
ble and  discipline  will  become  to  a  large  extent  a  farce. 
Such  issue,  of  course,  should  be  prevented  by  all  possi- 
ble means  and  every  opportunity  should  be  given  for 
the  presentation  of  just  grievances ;  but  if  such  crises 
come  there  is  but  one  way  to  deal  with  them.  The 
school  must  rule,  not  the  student. 

A  Drastic  Stand  for  Discipline. — ^The  only  serious 
difficulty  of  this  kind  at  Culver  occurred  very  early 
in  my  experience  as  commandant  of  cadets.  Two 
cadets  had  been  dismissed  for  going  beyond  bounds 
after  night.  One  was  an  exceedingly  popular  fellow. 
Tliey  were  to  leave  for  their  homes  on  an  evening 
train. 

That  evening  in  the  half -hour  recreation  period  im- 
mediately after  supper  one  hundred  and  four  cadets, 
in  order  to  show  their  disapproval,  left  the  grounds 
and  went  to  the  depot  to  see  the  dismissed  cadets  take 
their  departure. 

At  call  to  quarters  their  absence  was  reported.  A 
far-off  sound  of  yelling  in  the  direction  of  the  depot 
gave  a  clue  to  their  whereabouts.  A  hurried  ride 
brought  me  to  the  young  mutineers. 

At  first  there  was  a  tendency  under  cover  of  the  dark- 
ness to  disregard  the  command  to  come  to  attention 
and  "fall  in,"  and  it  was  necessary  by  riding  among 
them  to  disperse  groups  that  were  apparently  trying 


68  ARMS  AND  THE  BOY 

to  get  together  and  decide  what  next  move  would 
have  the  backing  of  the  crowd. 

When  men  were  called  by  name,  however,  their 
training  promptly  asserted  itself  and  discipline  finally 
prevailed.  The  one  hundred  and  four  cadets  were 
formed  and  marched  back  to  barracks  in  fairly  good 
order.  There  were  some  very  fine  boys  in  that  esca- 
pade, and  yet  there  were  some  very  vital  principles 
involved.  Only  one  thing  seemed  possible  to  me  under 
the  circumstances:  the  dismissal  of  the  offenders. 

No  Safety  in  Numbers. — Under  military  discipline  a 
combination  to  show  disapproval  of  the  official  action 
of  the  authorities  is  a  most  serious  offense,  and  under 
the  rules,  punishable  by  dismissal;  also  under  the 
rules  of  the  school,  absence  from  the  grounds  after 
night  was  punishable  by  dismissal.  These  hundred 
and  four  cadets  had  been  guilty  of  both  offenses  and 
the  two  cadets  who  had  been  dismissed  had  been  guilty 
of  but  one  offense.  If  these  hundred  and  four  were 
not  dismissed  the  precedent  of  safety  in  numbers  for 
almost  any  breach  of  discipline  seemed  inevitable. 

Culver  was  a  young  school  then:  one  hundred  and 
four  was  just  half  of  its  enrollment.  It  seemed  ruin 
either  to  dismiss  or  not  to  dismiss.  On  the  return 
to  barracks  before  breaking  ranks  the  cadets  were 
told  of  the  decision  to  recommend  their  dismissal  to 
the  superintendent.  They  were  then  ordered  to  quar- 
ters under  arrest.  They  went  quietly,  stunned  by  the 
sudden  realization  of  the  seriousness  of  the  escapade. 
The  superintendent  forwarded  the  recommendation  of 


ARMS  AND  THE  BOY  69 

dismissal  to  the  trustees  and  their  reply  was  laconic 
and  to  the  point:  "There  is  nothing  else  to  do.  If 
th(3  boys  are  to  run  the  school  we  had  best  discon- 
tinue it  at  once.  It  would  be  better  to  use  our  build- 
ings for  barns  and  fill  them  with  hay  than  to  try  to 
run  a  school  that  way."  And  so  the  hundred  and  four 
were  sent  home.  Some  of  the  parents  sadly  agreed 
with  the  school  that  it  was  the  only  thing  to  do,  some 
said  nothing,  and  some  were  very  indignant. 

The  Cost  of  Discipline. — ^Trying  days  followed.  The 
newspapers  published  sensational  accounts  of  the 
af'air.  The  school  was  condemned  for  high-handed 
and  unsjonpathetic  treatment  of  a  mere  boyish  pranko 
An  exception  was  a  satirical  but  not  unsympathetic 
little  editorial  that  appeared  in  the  old  Chicago  Record  i 
"In  these  days,"  it  said,  "when  the  pranks  of  students 
mnge  from  petty  larceny  to  manslaughter  it  seems 
incredible  that  a  small  Indiana  institution  should  have 
the  temerity  to  expel  one  hundred  and  four  students 
for  merely  defying  the  authorities  and  breaking  the 
rcigulations  of  the  school.  We  refuse  to  believe  it  until 
we  have  more  convincing  evidence.  .  ." 

An  indignation  meeting  of  parents  was  held  in  Chi- 
cago and  lawsuits  were  threatened.  The  school,  how- 
ever, stood  its  ground.  Later  on,  many  of  the  cadets 
having  good  records,  whom  it  was  certain  had  no  part 
in  instigating  the  trouble,  and  especially  cadets  in  their 
first  year,  were  reinstated,  but  the  effect  of  the 
school's  action  was  not  vitiated  thereby,  and  the  stand 
it  took  still  lives  in  the  tradition  of  the  school  and 
is  referred  to  by  cadets  as  the  "big  fire." 


■ 


CHAPTER  VIII 

REWARDS  AND  PENALTIES  IN  THE  MILITARY  SCHOOL 

The  awards  offered  by  the  military  school  are  effec- 
tive because  they  appeal  to  every  boy's  ambition  and 
because  many  of  them  are  such  as  every  boy  may 
win.  The  penalties  owe  their  effectiveness  to  the  fact 
that  they  are  peculiarly  impersonal. 
>  Opportunities  for  Promotion. — Foremost  of  incen- 
tives to  boys  in  the  military  school  are  the  opportuni- 
ties for  promotion.  To  become  even  a  corporal  stirs 
a  boy's  pride  and  ambition  as  does  no  other  experience 
in  school  life. 

I  do  not  except  even  the  winning  of  his  school's 
athletic  emblem.  The  one  means  an  achievement  in  a 
single  phase  of  the  school's  activities ;  the  other  takes 
into  consideration  practically  every  attribute  of  the 
boy. 

The  one  is  an  emblem  of  service  rendered  in  a  single 
field ;  the  other  is  an  emblem  of  service  to  be  rendered 
in  connection  with  every  phase  of  the  whole  school 
life.  The  chevron  carries  with  it  not  honor  alone,  but 
a  great  deal  of  responsibility. 

Other  Rewards. — The  awarding  of  a  collar  device 
which  may  be  worn  by  any  cadet  who  has  achieved  a 
certain  standard  of  efficiency  works  amazingly  well. 

70 


The  Citadel  at  Charleston,  South  Carolina 
Has  achieved  distinction  for  the  character  of  its  military  training 


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ARMS  AND  THE  BOY  71 


It  is  surprising  how  boys  will  strive  for  a  little  thing 
of  that  sort. 

It  has  been  utilized  at  Culver  with  gratifying  results 
in  the  matter  of  carriage.  For  a  long  time,  it  w^as 
noted  that  many  cadets,  when  out  of  ranks  and  not 
under  official  supervision,  relapsed  into  careless  ways 
of  standing,  sitting  and  walking,  and  that  if  this 
were  overcome  to  a  large  degree  in  the  first  year,  there 
was;  a  tendency  to  backslide  in  the  second  year  when 
the  novelty  had  worn  off.  Especially  was  this  ten- 
dency noticeable  among  a  certain  class  of  old  cadets, 
who  felt  that  they  had  no  chance  of  promotion. 

The  rule  was  made  that  a  cadet  must  acquire  and 
maintain  a  good  set-up  at  all  times  before  he  could  be 
permitted  to  wear  the  school  insignia  on  the  collar  of 
his  uniform.  That  rule  has  resulted  in  one  of  the  most 
uniformly  well  set-up  corps  of  cadets  I  have  ever  seen. 

Merit  System. — To  offset  the  demerits  assigned  for 
breaches  of  discipline  there  is  a  system  of  merits; 
these  merits  being  assigned  for  "best  room"  at 
Sunday  morning  inspection,  "best  room"  at  daily  in- 
spections for  the  week,  "neatest  personal  appearance" 
in  his  company  and  "no  lates"  for  a  week.  It  is  surpris- 
ing how  effective  these  merits  are  in  helping  the 
system  of  discipline  to  "work  both  ways." 

If  rewards  and  incentives  and  interest  would  ac- 
complish results  in  every  instance  it  would  be  highly 
desirable,  but  such,  unfortunately,  is  never  the  case. 
In  the  military  school,  as  in  the  non-military  school, 
th(ire  are  always  those  who  have  to  learn  from  bitter 


72  ARMS  AND  THE  BOY 

experience  that  there  are  always  some  who  have  to 
be  given  the  extreme  penalty  of  dismissal  and  some 
who  have  to  be  dropped  at  vacations  and  between  ses- 
sions. 

Assignment  of  Demerits  and  Penalties. — ^There  are 
many  things  for  which  the  cadets  may  receive  demerits 
that  are  not  found  in  the  regulations  of  the  civilian 
school.  A  fleck  of  dust  on  his  clothes  at  a  meal  forma- 
tion, heels  of  his  shoes  not  shined,  a  half  second's 
tardiness  in  getting  into  his  section  at  a  class  period, 
towel  out  of  place  in  his  room  and  failure  to  sit  erect 
are  but  a  few  of  the  things  to  which  the  cadet  is 
required  to  give  attention. 

No  Penalty  Without  a  Hearing. — Charges  of  a  seri- 
ous nature,  or  those  reflecting  on  the  character  of  a 
cadet,  are  made  direct  to  the  commandant  of  cadets, 
but  delinquencies  of  a  less  serious  character  are  entered 
on  what  is  known  as  the  guard  sheet  and  are  published 
daily  so  that  each  cadet  reported  may  have  the  oppor- 
tunity of  "answering"  his  report.  No  demerits  are 
assigned,  even  for  a  minor  offense,  until  the  cadet  is 
given  a  hearing.  He  is  required  to  answer  his  reports 
whether  they  are  correct  or  not. 

Each  cadet  answers  his  reports  to  the  commandant 
of  cadets  or  to  the  tactical  officer  in  charge  of  his 
company.  All  reports  of  a  serious  character  are  re- 
ferred to  the  superintendent.  The  cadet  states  his 
excuse,  if  he  has  one,  or  else  states  that  the  report 
is  correct.  If  the  excuse  seems  good,  the  report  is 
removed.    The  following  copy  of  a  daily  guard  sheet 


ARMS  AND  THE  BOY 


73 


r 


will  give  an  idea  of  the  many  details  of  personal 
conduct  for  which  the  cadet  is  held  strictly  account- 
able: 

A  Specimen  Discipline  Sheet 


Cadet 

Reported 

Adams 

Abbott 

Baiter,  C 

Camp 

Dean 

Eames 

Gahns 

Hansen 
Huston 

Johnson 
Kaylor 

Lambe 

Lewis 

M(!yer 

Ncster 

Simms 
Btoeger 

T£.ylor,  E. 
T£,ylor,  J. 
Thompson 

Vestal 
Ward 

Winiama 

Wood 
Wright 


GvxLvd  Sheet,  Dec,  1,  191 — 


Report 

Reporter 

Talking  in  class 

James 

Chair   out   of   place    2nd   C.   P. 

Capt.  Hall 

Late    reveille 

Baker,  0.  D. 

Dust   on   wardrobe   shelf 

Capt.  Hall 

Slouching    5th    class   period 

Sweet. , 

Laughing   at   attention   drill 

Sloan 

Putting  water   in   fellow   cadet's 

bed 

Capt.  Hall 

Sleeping  during  study  hours 

Capt.  Hall 

Allowing     men     to     trifle     while 

marching  them  to  guard  mount 

Capt.  Rife,  0.  C. 

Not  writing  weekly  home  letter 

Abbott 

Visiting  without  permission  dur- 

ing study  hours 

Rider 

Inattention    at    driU 

Atkins 

No  cuffs  chapel  formation 

Kurty 

Clothing    not    properly   arranged 

in    wardrobe 

Brown 

Not     complying     promptly     with 

sentinel's  orders 

Capt.  Rife,  O.  C. 

Late   class  period 

Baker,  0.  D. 

Neglect   as    sentinel    In    allowing 

cadets   to  call   from  window 

Capt.  Smith 

Dust  In  barrel  of  rifle 

Capt.  Bruce 

Late    drill 

Baker,  0.  D. 

Reading   magazine   during  study 

hours 

Capt.    Byron 

Bed   carelessly   made 

Guy 

Cap    out   of   place   at  police   In- 

spection 

Madden 

Absent   chapel 

Baker,  O.  D. 

Heels   of   shoes   not   shlned 

Hunt 

Elbows  on   table  mess 

Lyle 

Table    in    disorder 

Capt.  HaU 

Spots    on    blouse 

Thorp 

The  Cadet's  Word. — My  own  experience  has  been 
limited  to  schools  in  which  the  honor  system  is  in  effect, 
and  it  seems  to  n>2  that  any  other  spirit  is  incom- 


74  ARMS  AND  THE  BOY 

patible  with  the  application  of  military  training  and 
ideals. 

The  standard  of  the  cadet  and  the  gentleman  is  the 
accepted  one.  The  officer  never  questions  the  cadet's 
word.  As  a  rule,  there  is  seldom  an  attempt  to  de- 
ceive him,  and  very  little  in  the  way  of  specious  or 
trivial  excuses. 

If  there  is  a  conflict  between  the  statement  of  the 
reporting  officer  and  the  cadet,  the  cadet  is  required 
to  answer  his  report  in  writing,  and  the  reporting  offi- 
cer to  make  his  endorsement,  also  in  writing,  in  order 
»that  both  may  be  stated  with  careful  exactness. 

The  great  care  that  is  exercised  to  insure  justice  in 
the  administration  of  discipline,  the  emphasis  that  is 
placed  on  truthfulness  and  the  sense  of  personal  re- 
sponsibility that  is  developed  in  the  cadet,  are  the  valu- 
able features  of  the  military  system  in  securing  the 
boy's  cooperation  in  governing  himself,  which,  after  all, 
is  the  essential  thing. 

Penalty  Duty. — The  demerits  the  cadet  receives 
are  summed  up  once  each  week.  If  he  has  more 
than  a  given  number  he  is  required  to  walk  an 
hour  during  his  recreation  for  each  demerit  in  excess 
of  the  stated  limit.  A  happy-go-lucky  youngster  from 
Denver  told  me  he  figured  that  he  walked  home 
and  back  in  the  course  of  his  first  year.  He  got  more 
out  of  it,  however,  than  merely  healthful  exercise. 
He  developed  his  character  as  sturdily  as  he  did  his 
calves.     It  may  be  said  that  the  large  majority  of 


ARMS  AND  THE  BOY  75 

cadets  manage  to  keep  well  within  the  prescribed  num- 
ber of  demerits,  and  to  spend  their  recreation  more 
pleasantly  than  in  walking  extra  duty. 

Reports  for  untidiness  mean  an  extra  inspection  dur- 
ing recreation,  reports  for  slouching  carry  with  them 
fifteen  minutes  of  daily  setting-up  drill  for  a  week.  In 
fact,  the  penalty  is  of  a  corrective  character  wherever 
possible.  If  a  cadet  receives  over  a  stated  number  of 
demerits  for  a  term,  he  is  subject  to  being  dropped 
for  deficiency  in  discipline. 

Serious  Cases  of  Discipline. — Some  serious  breaches 
of  discipline  carry  with  them  special  penalties,  such  as 
a  large  assignment  of  extra  duty,  confinement  to  room 
or  limits,  reduction  to  ranks,  and,  in  extreme  cases, 
dismissal.  In  such  cases  the  cadet  is  tried  by  a  court- 
martial  consisting  of  officers  of  the  faculty  and  at  least 
one  cadet.  He  is  represented  by  a  member  of  the 
faculty  whom  he  is  permitted  to  select.  His  case  is 
reviewed  and  the  action  of  the  court  approved  or  disap- 
proved by  the  superintendent  of  the  school.  This  is 
immeasurably  superior  to  the  passing  of  judgment  on 
a  boy  in  such  serious  cases  by  one  man,  however  com- 
petent and  experienced  he  may  be.  The  whole  proceed- 
ing carries  with  it  dignity  and  impressiveness  and  at 
the  same  time  an  opportunity  for  dispassionate  judg- 
ment that  is  most  effective. 

The  following  is  the  report  of  the  proceedings  of  an 
actual  court-martial,  the  name  having  been  changed 
and  the  evidence  omitted: 


76  ARMS  AND  THE  BOY 

Case  I 

Proceedings  of  a  general  court-martial,  which  con- 
vened at  Culver,  Indiana,  pursuant  to  the  following 
order: 

Special  order 

No.  8.  May  15,  191— 

A  general  court-martial  is  hereby  ordered  to  meet  in 
the  faculty  room  of  the  Culver  Military  Academy,  at 
4  p.  M.  on  this  date  or  as  soon  thereafter  as  practicable 
for  the  trial  of  such  cadets  as  may  properly  be  brought 
before  it.    The  court  will  sit  without  regard  to  hours. 

Detail  of  the  court: 

Captain  J.  Q.  Adams,  U.  S.  A.  Retd. 

Captain  J.  F.  Grant,  C.  M.  A. 

Lieut.  M.  A.  Andrews,  C.  M.  A. 

Lieut.  H.  W.  Baur,  C.  M.  A. 

Cadet  Captain  A.  0.  Parker,  C.  M.  A. 

Captain  H.  F.  Noble,  C.  M.  A.,  Judge  Advocate. 

BY  ORDER  OF  THE  SUPERINTENDENT. 

R.  Rossow,  C.  M.  A. 
Capt.  and  Adjt. 

The  court  met  pursuant  to  the  foregoing  order  at 
4  P.  M.,  May  15,  191—. 

Present  all  members  of  the  court  and  the  Judge 
Advocate. 

The  court  then  proceeded  to  the  trial  of  Cadet  L.  T. 
Thorne,  Private  Company  B,  who,  having  been  brought 
before  the  court,  introduced  Captain  G.  H.  Crandall, 
C.  M.  A.,  as  counsel.  


ARMS  AND  THE  BOY  77 

F.  L.  Brooke  was  duly  sworn  as  reporter. 

The  order  convening  the  court  was  read  to  the  ac- 
cused and  he  was  asked  if  he  objected  to  being  tried 
by  any  person  named  therein,  to  which  he  replied  in 
the  negative. 

The  members  of  the  court  and  the  Judge  Advocate 
were  then  duly  sworn. 

The  accused  was  then  arraigned  upon  the  following 
charges  and  specifications: 

Charge  I.  Off  limits  in  violation  of  Article  86  of  the 
Regulations  of  the  Culver  Military  Academy. 

Specification  1st — In  that  the  said  Cadet  L.  T.  Thorne, 
Private  Company  B,  did  go  off  limits  without 
permission.  This  at  the  Culver  Military  Acade- 
my on  the  afternoon  of  May  14,  191 — . 

Specification  2nd — In  that  the  said  Cadet  L.  T.  Thome, 
Private  Company  B,  having  no  boating  permit 
from  his  parents  on  file  in  the  commandant's 
ofRce  and  knowing  that  such  was  required  in 
order  to  go  boating,  did  wilfully  go  on  the  lake 
in  a  sail  boat. 

Charge  II.  Attempting  to  mislead  an  officer  while  on 
official  duty  in  violation  of  Article  85,  of  the 
Regulations  of  the  Culver  Military  Academy. 

Specification  1st — In  that  the  said  Cadet  L.  T.  Thorne, 
Private  Company  B,  having  gone  on  the  lake  in 
a  sail  boat  and  having  failed  to  return  to  the 
academy  in  time  for  parade,  did  apply  to  the 
assistant  surgeon  to  be  excused  absence  from 


78  ARMS  AND  THE  BOY 

parade  on  the  ground  of  illness.  This  at  Culver 
Military  Academy  on  the  afternoon  of  May  14, 
191—. 
Specification  2nd — In  that  the  said  Cadet  L.  T.  Thorne, 
Private  Company  B,  did  feign  illness  to  the  offi- 
cer of  the  day  and  to  the  assistant  surgeon. 
This  at  the  Culver  Military  Academy  on  the 
afternoon  of  May  14,  191 — . 

To  which  charges  and   specifications  the  accused 
pleaded  as  follows: 
To  the  1st  specification,  Charge  I:    "Guilty." 
To  the  2nd  specification,  Charge  I:   "Guilty." 
To  the  1st    charge:  "Guilty." 
To  the  1st  specification.  Charge  II:  "Not  guilty." 
To  the  2nd  specification,  Charge  II :  "Not  guilty." 
To  the  2nd  charge:  "Not  guilty." 

(The  record  of  the  evidence  is  necessarily  omitted 
on  account  of  lack  of  space.  The  assistant  surgeon  of 
the  academy,  the  officer  of  the  day  and  several  cadets 
were  called  as  witnesses.  The  evidence  of  cadets 
showed  that  the  accused  had  exerted  himself  to  a  con- 
siderable degree  in  rowing  back  to  the  academy  in 
the  hot  sun;  also,  that  he  had  complained  of  feeling 
unwell  before  it  became  apparent  that  he  would  be 
absent  from  parade.  The  testimony  of  the  assistant 
surgeon  was  to  the  effect  that  he  had  administered 
an  emetic  to  relieve  the  distress  of  which  the  cadet 
complained,  but  found  nothing  in  the  stomach  which 
would  account  for  the  cadet's  illness,  but  that  it  was 


!■ 


ARMS  AND  THE  BOY  79 


possible  for  one  who  had  overtaxed  himself  to  feel 
sick  at  the  stomach  even  though  he  had  no  indiges- 
tible food  therein.  The  evidence  indicated  further  that 
the  cadet  knew  that  the  real  cause  of  his  absence  from 
parade  was  not  illness  of  which  he  complained,  but 
his  unauthorized  boating  trip.  Hence  he  was  properly- 
held  guilty  in  attempting  to  mislead  in  the  latter  in- 
stance, but  exonerated  from  the  charge  of  feigning 
illness.) 

The  accused,  the  reporter,  and  the  Judge  Advocate 
then  withdrew  and  the  court  was  closed,  and  finds  the 
accused.  Cadet  L.  T,  Thorne,  Private  Company  B : 

Of  the  1st  specification,  Charge  I :  "Guilty." 

Of  the  2nd  specification.  Charge  I:  "Guilty." 

Of  the  1st  charge:  "Guilty." 

Of  the  1st  specification.  Charge  H:  "Guilty." 

Of  the  2nd  specification.  Charge  H :  "Not  guilty." 

Of  the  2nd  charge:  "Guilty." 

The  Judge  Advocate  was  then  recalled  and  the  court 
reopened.  The  Judge  Advocate  stated  that  he  had 
no  evidence  of  previous  conviction  to  offer. 

The  Judge  Advocate  then  withdrew  and  the  court 
was  closed;  and  sentenced  him,  Cadet  L.  T.  Thorne, 
Private  Company  B,  to  be  dismissed  from  the  Culver 
Military  Academy. 

The  Judge  Advocate  was  then  recalled  and  the  court 
at  five  thirty  p.  M.  adjourned,  sine  die. 

(Signed)  J.  Q.  Adams,   U,  S.  A., 
H.  F.  Noble,  President. 

Judge  Advocate. 


80  ARMS  AND  THE  BOY 

ACTION  OF  REVIEWING  AUTHORITY 

Headquarters,  Culver  Military  Academy,  Culver, 
Indiana,  May  15,  191 — .  In  the  foregoing  case  of 
Cadet  L.  T.  Thorne,  Private  Company  B,  the  findings 
of  the  court  are  approved.  It  is  one  of  the  most 
highly  prized  traditions  of  the  academy  that  the  ca- 
det's word  may  be  accepted  without  question.  Yet 
consideration  must  be  given  to  the  fact  that  this  cadet 
is  in  his  first  year  in  the  corps  of  cadets  and  is  not 
yet  fully  imbued  with  the  spirit  of  the  school.  Further- 
more, with  the  exception  of  the  present  offense,  his 
record  in  discipline  and  attention  to  duty  has  been 
excellent.  The  sentence  is  therefore  approved,  but  is 
commuted  to  one  hundred  hours  of  penalty  duty  and 
confinement  to  the  academy  grounds  until  the  same 
has  been  performed. 

By  Order  of  the  Superintendent. 

Note — The  superintendent  may  lessen,  but  may  not  increase,  the 
penalty  assig-ned  by  a  court-martial.  Except  in  cases  of  dis- 
missal or  reduction  of  an  officer  to  ranks  he  may  not  chang-e 
the  form  of  the  punishment. 


CHAPTER  IX 

IDEALS  OF  THE  MILITARY  SCHOOL 


There  are  some  very  intelligent  people  who  decry 
military  training  for  boys  on  the  grounds  that  it  breeds 
militarism.  I  have  seen  their  views  changed  after 
actually  observing  the  work  of  a  good  military  school. 

Militancy  and  Militarism. — The  fine  distinction  that 
Bishop  Fallows  has  made  between  militancy  and  mili- 
tarism is  well  exemplified  in  the  ideals  of  such  a 
school.  Military  training  of  boys,  properly  conducted, 
gives  them  the  true  fighting  spirit,  the  spirit  that 
every  man  must  have  who  renders  effective  service  in 
a  good  cause,  whether  it  be  on  the  military  or  social 
firing  line. 

The  uniform  of  the  best  type  of  military  school 
stands  for  that  sort  of  spirit,  for  chivalry  and  for 
fair  play,  not  for  injustice  or  oppression  of  the  weak. 

The  military  instinct  is  natural  to  most  boys,  and 
it  may  be  utilized  to  teach  him  valuable  lessons  of 
loyalty,  patriotism  and  discipline  without  making  him 
bloodthirsty  or  warlike.  Several  years  of  military 
training  are  usually  quite  sufficient  to  gratify  his  curi- 
osity and  satisfy  his  desire  for  military  life.  He  is 
then  content  to  enter  upon  commercial  o;*  professional 
pursuits,  a  citizen  prepared  to  serve  his  country  either 

81 


82  ARMS  AND  THE  BOY 

in  peace  or  war.  He  has  gained  some  small  concep- 
tion of  what  the  horrors  of  war  may  be,  he  has  some 
taste  of  the  arduous  side  of  military  life,  and  he  will 
be  logically  a  greater  lover  of  peace  than  the  boy  not 
so  trained  and  a  most  stable  citizen  when  the  hys- 
teria of  war  threatens  the  nation. 

Preparation  for  Citizenship. — If  one  doubts  the 
value  of  military  training  in  equipping  the  boy  for 
civil  pursuits  he  has  but  to  examine  the  roster  of 
eleves  and  graduates  of  these  older  military  institu- 
tions such  as  Norwich,  the  Virginia  Military  Institute, 
and  The  Citadel  of  South  Carolina  and  to  note  how 
many  of  these  men  have  achieved  distinction  as  law- 
yers, doctors,  statesmen,  ministers,  engineers  and  in 
fact,  in  every  walk  of  life. 

Even  younger  schools,  such  as  Culver,  show  a  roster 
of  men  who,  though  but  barely  in  the  arena,  are  for 
the  most  part  holding  positions  of  unusual  trust  and 
responsibility  for  men  of  their  age. 

West  Point,  an  institution  designed  purely  for  the 
training  of  the  professional  soldier,  can  point  to  its 
graduates  who  have  entered  civil  life  with  no  less 
pride  than  to  its  roll  of  distinguished  soldiers. 

In  this  connection  I  quote  from  a  paper  entitled 
"Education  from  a  Military  View-point,"  contributed 
to  the  North  American  Review  in  1908  by  Colonel 
Charles  W.  Larned: 

"West  Point  has  been  in  existence  one  hundred  and 
five  years.  During  that  period  it  has  produced  four 
thousand  five  hundred  and  thirty-one  graduates,  of 


IB 


ARMS  AND  THE  BOY  83 

whom  two  thousand,  three  hundred  and  seventy-one, 
more  than  one-half,  had  entered  civil  life  up  to  1902. 

"Ignoring  its  military  record  of  four  hundred  and 
sLxty  general  officers,  it  has  contributed  to  the  for- 
ward impulse  of  the  world  one  president  of  the  United 
States,  one  president  of  the  Confederate  States,  three 
pi-esidential  candidates,  two  vice-presidential  candi- 
dates, one  ambassador,  fourteen  ministers  plenipo- 
tentiary, twenty-seven  members  of  the  United  States 
Senate  and  House,  eight  presidential  electors,  sixteen 
governors  of  states  and  territories,  one  bishop,  four- 
t6;en  judges,  seventeen  mayors  of  cities,  forty-six  presi- 
dents and  fourteen  regents  and  chancellors  of  colleges 
and  universities,  fourteen  chief  engineers  of  states, 
eighty-seven  presidents  of  railroads  and  corporations, 
sixty-three  chief  engineers  of  railroads  and  public 
v^'orks,  eight  bank  presidents,  two  hundred  attorneys 
and  counsellors  at  law,  twenty  clergymen,  fourteen 
physicians,  a  hundred  and  twenty-two  merchants, 
seventy-seven  manufacturers,  thirty  editors,  a  hundred 
and  seventy-nine  authors,  besides  artists,  architects, 
farmers,  planters  and  many  others  belonging  to  useful 
trades  and  professions. 

"Three  of  its  alumni  are  in  charge  of  the  greatest 
engineering  work  of  history,  the  Panama  Canal,  and 
one  is  reorganizing  the  police  force  of  the  second  city 
in  the  world." 

The  Spirit  of  Democracy. — A  distinct  advantage  pos- 
sessed by  the  military  school  is  its  spirit  of  democracy. 
In  such  a  school,  only  merit  counts.    Spending  money 


84  ARMS  AND  THE  BOY 

is  limited  by  regulations  to  a  modest  sum,  and  even 
if  parents  fail  to  cooperate  with  the  rules  and  send 
extra  spending  money  now  and  then,  there  is  little 
opportunity  for  its  use.  Eooms  are  the  same  for  all 
cadets  and  are  plain  and  simple  in  their  furnishings, 
while  the  uniform  serves  as  an  effective  check  to  lav- 
ish dressing. 

In  an  article  on  "Famous  American  Schools,"  which 
appeared  some  years  ago  in  one  of  the  magazines,  a 
master  of  one  of  the  schools  described  was  quoted  as 
saying:  "We  do  not  exactly  refuse  the  son  of  the 
blacksmith,  but  he  would  not  be  comfortable  here." 

No  matter  from  what  humble  circumstances  a  boy 
may  come,  if  he  has  the  right  stuff  in  him  he  may 
win  recognition  in  the  military  school. 

If  the  son  of  the  blacksmith  were  the  best  man  he 
would  in  the  course  of  two  or  three  years  become  a 
cadet  officer  and  the  son  of  the  millionaire  would  render 
him  respect  and  obedience. 

If,  on  the  other  hand,  the  son  of  the  millionaire 
were  the  best  man  he  would  be  the  cadet  officer  and 
the  blacksmith's  son  would  respect  him  not  for  his 
wealth,  but  because  of  the  real  stuff  that  was  in  him. 
They  would  both  be  awkward  enough  at  first. 

Military  regulations  and  drill  would  be  as  unfamiliar 
to  the  one  as  to  the  other.  While  one  boy  was  having 
some  rough  edges  polished  off,  the  other  would  proba- 
bly be  losing  a  little  self-conceit  and  acquiring  a  new 
conception  of  what  constitutes  real  merit. 

Their  "plebe"  year  of  probation  would  be  spent  in 


ARMS  AND  THE  BOY  85 

an  atmosphere  in  which  no  boy  with  honesty  or  pur- 
pose and  real  manliness  need  feel  uncomfortable  and 
its  finish  would  find  each  "tub  standing  on  its  own 
bottom,"  and  each  boy  receiving  only  such  recognition 
or  promotion  as  his  own  efforts  and  worth  entitled 
him  to  receive.  Under  such  a  system  the  criticism 
that  private  schools  breed  snobbery  need  not  apply. 

The  Ideal  of  Service. — The  ideal  of  service  is  ever 
before  the  cadet.  He  must  work  for  the  general  good 
of  his  squad,  his  company  and  his  battalion.  His  pride 
in  his  corps,  or  the  sub-division  of  which  he  is  an  imme- 
diate member,  is  always  an  incentive  to  him  to  put 
forth  more  effort  than  he  would  be  inclined  to  make 
for  purely  selfish  reasons. 

If  he  becomes  a  cadet  officer,  he  must  learn  that 
merely  to  command  is  insufficient,  he  must  serve  the 
best  interest  of  those  under  him ;  must  make  some  per- 
sonal sacrifices  of  time  and  pleasure  in  order  to  do  so. 

If  his  conception  of  an  office  is  merely  the  satisfac- 
tion of  ranking  others,  of  wearing  insignia,  of  obtain- 
ing privileges,  he  is  not  apt  to  hold  it  long.  Sooner 
or  later  will  come  the  report  for  neglect  of  duty  and 
the  order  reducing  him  to  ranks. 

The  ideal  of  service  in  military  life  was  the  theme 
of  a  brief  and  informal  talk  that  President  Wilson 
made  to  the  cadets  of  the  Culver  Black  Horse  Troop 
in  the  course  of  his  campaign  for  the  presidency  in 
1912.  A  detachment  of  these  young  troopers  had  rid- 
den fifteen  miles  to  a  neighboring  town  to  hear  Mr. 
Wilson  speak.    At  the  conclusion  of  his  formal  address, 


86  ARMS  AND  THE  BOY 

they  escorted  him  to  the  train.  At  the  depot,  standing 
in  his  automobile,  Mr.  Wilson  beckoned  the  cadets  to 
ride  in  close  about  him,  and  after  thanking  them  in 
gracious  and  friendly  fashion  for  the  courtesy  shown 
him,  said: 

...  "I  am  always  glad  to  see  the  uniform  worn  in 
connection  with  education.  To  me  it  has  a  deeper 
meaning  than  as  an  attribute  to  war.  It  means  dis- 
cipline, of  course,  but  in  addition  it  signifies  that  a 
man  is  not  hving  for  himself,  but  for  the  social  life 
at  large.  I  am  a  great  advocate  of  international  peace. 
Because  you  wear  the  uniform,  I  do  not  think  you  are 
less  so.  But  I  do  not  think  we  will  ever  have  world- 
wide peace  until  we  can  look  upon  it  with  the  splendor 
that  we  look  upon  war.  There  is  something  wonder- 
fully appealing  to  our  natures  in  war.  We  hear  of 
mothers  hanging  swords  and  muskets  of  their  sons  on 
the  walls  so  that  they  may  constantly  see  them.  We 
do  not  hear  of  any  one  hanging  as  an  ornament  of  a 
household  any  of  the  symbols  of  peace,  such  as  a 
ledger,  a  yardstick,  a  pick  or  a  shovel.  The  reason 
for  this  is  that  man  supports  himself  with  these  imple- 
ments, but  he  is  doing  a  service  for  some  one  else  when 
he  is  using  a  sword  or  a  rifle  in  battle;  and  modern 
people  seem  to  hold  a  service  they  do  to  help  them- 
selves below  the  things  they  do  to  help  others.  So 
what  I  want  you  youngsters  to  remember  is  that  you 
owe  a  duty  to  society  which  is  above  any  interest  you 
can  have  in  self;  that  you  do  the  greatest  good  to 
the  world  when  you  live  in  it  to  serve  your  f ellowmen." 


IB 


CHAPTER  X 
MILITARY  TRAINING  IN  THE  HIGH  SCHOOLS 

A  Chicago  woman  who  had  heard  Lieutenant 
Steever  describe  the  physical  and  moral  advantages  of 
the  Wyoming  system  said  to  him:  "I  will  withdraw 
my  objection  to  the  introduction  of  military  drill  pro- 
vided the  boys  are  not  given  rifles." 

Any  experienced  instructor  will,  of  course,  agree 
with  this  objection  in  so  far  as  the  overburdening  of 
physically  immature  boys  with  heavy  service  rifles  is 
concerned ;  but  he  will  take  most  positive  issue  with  the 
view  that  the  boy  "who  is  drilled  in  the  manual  of  arms 
has  constantly  before  him  the  hour  when  he  may  draw 
the  trigger  which  means  death  to  a  fellow  man,"  and 
that  he  "comes  to  love  the  sound  of  the  drum  beat 
and  learns  to  long  for  a  chance  to  shoulder  the  murder- 
ous gun." 

How  entirely  amusing  to  those  who  really  know  is 
such  a  statement !  The  boy  who  has  had  two  or  three 
years  of  thoroughgoing  military  training  is  very  glad 
to  dispense  with  "the  murderous  gun." 

Criticism  of  Moral  Effect  of  Drilling  with  Rifles. — • 
To  the  criticism  that  military  training  breeds  blood- 
thirstiness  the  Sacramento  {California)  Call  dryly  re- 
plies: "Certainly  the  experience  of  carrying  a  heavy 
gun  around  for  an  hour  or  so  in  the  hot  sun  is  not 

87 


88  ARMS  AND  THE  BOY 

calculated  to  arouse  in  the  boys  a  desire  to  make  a 
regular  practise  of  that  sort  of  amusement.  It  does 
equip  them  to  be  of  service  to  their  country  in  an  hour 
of  need." 

Doctor  William  Steams  Davis,  Professor  of  History 
at  the  University  of  Minnesota,  says:  "As  for  the 
charge  that  such  an  experience  has  rendered  the  youth 
of  Minnesota  bellicose,  jingoistic,  and  devotees  of  a 
heartless  militarism,  such  a  suggestion  would  be 
laughed  to  scorn  by  every  person  familiar  with  the 
peaceful  and  honorable  careers  and  sympathies  of 
thousands  of  graduates  of  this  university." 

The  statement  that  in  executing  the  manual  of  arms 
the  cadet  has  "ever  before  him  the  hour  when  he 
may  draw  the  trigger  that  means  death  to  a  fellow, 
man"  is  equally  absurd.  The  main  thing  in  the  cadet's 
mind  is  to  obey  the  command  of  the  drill  master  as 
promptly  and  accurately  as  possible. 

There  are  many  men  who  have  handled  rifles  since 
boyhood  and  who  have  become  expert  marksmen  at 
target  practise  who  do  not  even  like  to  kill  game. 
Lieutenant  Steever,  who  holds  the  world's  record  for 
target  firing  for  two  hundred,  six  hundred  and  one 
thousand  yards,  is  one  of  them.  There  never  was  a 
greater  mistake  than  the  assumption  that  drill  with 
a  rifle  makes  a  boy  bloodthirsty. 

Advantage  of  Teaching  Boys  to  Handle  Firearms. — 

The  cadet  who  learns  to  handle  a  modem  rifle,  who 
has  had  his  shoulder  pounded  by  its  recoil  at  target 


ARMS  AND  THE  BOY  89 


practise,  and  has  seen  something  of  the  terrific  velocity 
and  force  of  its  steel  jacketed  projectile,  becomes  a 
much  more  conservative  citizen  about  rushing  into  war 
than  the  boy  whose  knowledge  of  guns  is  limited  to 
the  pop  gun  of  the  nursery. 

So  long  as  firearms  are  weapons  of  defense  that  the 

boy  some  day  may  be  called  on  to  use,  whether  he  or 

his  mother  or  anybody  else  wishes  it  or  not,  there  seem 

/  to  be  more  good  than  bad  reasons  why  he  should  be 

trained  in  their  use. 

Why  should  a  knowledge  of  the  use  of  arms  be 
limited,  so  far  as  the  general  run  of  citizens  is  con- 
cerned, to  the  criminal  and  the  thug? 

Precautions  Used  In  Handling  Rifle. — The  mother's 
objection  may  also  arise  from  the  fact  that  she  con- 
siders firearms  dangerous  for  boys  to  handle. 

In  no  other  form  of  instruction  is  the  matter  of 
"safety  first"  so  thoroughly  hammered  into  the  boy 
as  in  handling  a  rifle  under  proper  military  instruction. 
As  a  matter  of  absolute  routine,  at  the  beginning?  and 
end  of  every  formation,  chambers  are  opened  and  rifles 
examined  to  see  that  no  cartridges,  blank  or  ball,  are 
left  in  the  rifle. 

Ball  cartridges,  however,  are  never  used  or  put  in 
the  boy's  possession  except  on  the  target  range,  and 
here  the  precautions  are  most  rigidly  enforced. 

Impresses  on  the  Boy  "Safety  First." — ^A  boy  is 
given  only  the  number  of  cartridges  to  be  fired.  They 
are  given  to  him  only  when  he  is  in  position  to  shoot 


90  ARMS  AND  THE  BOY 

and  faced  toward  the  target.  When  he  has  fired  his 
string,  he  is  made  to  take  the  bolt  out  of  his  gun,  which 
makes  an  accidental  discharge  impossible,  and  he  is 
carefully  inspected  before  he  leaves  his  position  to  see 
that  he  has  no  unused  ammunition. 

Such  thoroughgoing  precautions  will  not  only  make 
the  boy  a  safe  user  of  firearms,  but  they  are  apt  to 
sink  into  his  "system"  in  a  general  way,  making  him 
more  thoughtful  and  careful  in  other  things  where 
there  is  an  element  of  danger,  even  perhaps  in  such 
matters  as  driving  the  car,  which  after  all  is  much 
more  dangerous  business  than  target  shooting. 

Military  Training  Should  Be  Given  Properly. — If 
military  training  is  to  be  gx  /en,  it  should  be  given  prop- 
erly or  not  at  all.  You  can  not  fool  the  boy.  He  has 
a  contempt  for  shams  and  imitations. 

The  harm  to  the  boy's  character  and  sensibilities 
cOmes  not  from  an  honest,  thoroughgoing,  undisguised 
efft^H  to  prepare  him  in  some  measure  to  defend  his 
country  if  it  should  ever  need  his  service,  but  in  trying 
to  fjivifiam  him  with  some  emasculated  concoction  dis- 
guised to  meet  the  objections  of  those  who  would  grant 
him  permission  to  swim  provided  he  "doesn't  go  near 
the  water." 

Need  for  Sincerity. — ^Above  all  things,  we  must  be 
honest  with  the  youngster.  We  can  put  and  should 
put  the  emphasis  on  character  building  and  physi- 
cal development  in  adapting  military  training  to  school- 
boy ne^s,  "but  this  emphasis  is  best  given  when  the 
training  is  made  real  and  busmesslike. 


I 


Riding  School  Exercises— Culver 


Riding  School  L.^ci vises — Culver 


ARMS  AND  THE  BOY  91 

Above  all,  let  us  not  give  him  military  drill  and  call 
it  something  else,  because  we  are  afraid  of  the  name. 

It  is  said  that  it  was  proposed  in  one  school  to  give 
mihtary  drill  but  to  avoid  military  commands.  Instead 
of  ordering  the  boys  to  execute  "squads  right  about" 
or  to  "about  face"  they  were  to  be  asked  to  "please 
revolve !" 

Esprit  Can  Not  Be  Engendered  by  Imitations. — ^The 
pc'tent  thing  in  military  training  is  the  esprit  it  en- 
g€!nders.  Corps  spirit  can  not  be  aroused  by  imitation 
wooden  guns  or  by  imitation  military  drill  or  by  imita- 
tion anything  else.  The  training  must  be  real  if  it  is 
to  command  the  boy's  respect  and  give  him  anything 
of  real  value,  either  as  a  citizen  or  as  a  citizen  soldier. 

Testimony  from  Those  with  Experience. — A  short 
time  ago  in  Washington,  Lieutenant  Steever  of  the 
a]*my  showed  me  a  letter  he  had  received  from  one 
ol"  his  Wyoming  high-school  boys.  "You  put  back- 
bone into  me,"  wrote  the  boy,  "where  before  I  had  only 
wishbone  and  jawbone." 

The  effectiveness  of  military  training  in  giving  boys 
not  only  backbone  but  also  better  muscles,  better 
morals  and  higher  ideals  of  citizenship,  can  of  course 
be  best  determined  from  the  testimony  of  those  who 
have  had  experience  with  it. 

Coordination. — Military  discipline  is  not  something 
that  can  be  merely  appended  to  the  school  or  college 
curriculum,  and  be  expected  automatically  to  produce 
results.  Military  drill  itself  is  a  very  elastic  term  and 
is  conceived  to  mean  very  different  things  by  different 


92  ARMS  AND  THE  BOY 

people.  To  prove  effective,  its  various  forms  must  be 
scientifically  adapted  to  school  requirements,  and  its 
discipline  must  be  most  intelligently  coordinated  with 
the  regular  machinery  of  the  school. 

The  day  school  will  require  a  somewhat  different 
application  of  the  system  from  the  strictly  military 
boarding  school,  while  the  college  will  present  certain 
conditions  that  will  demand  yet  another  sort  of  appeal. 

Introduction  in  the  High  Schools. — Public  interest 
at  present  centers  particularly  in  the  introduction  of 
military  drill  in  the  high  schools. 

There  are  a  few  physical  directors  and  others, 
perhaps,  who  oppose  it  on  selfish  grounds,  feeling  that 
it  may  supplant  their  own  work.  But  in  the  main, 
the  objections  that  have  been  raised  grow  out  of  hon- 
est misconceptions  as  to  the  effects  of  military  training 
on  the  moral  and  physical  development  of  the  boy. 

School  boards  that  are  considering  the  matter 
throughout  the  country  are  seeking  as  much  light  on 
the  subject  as  possible,  and  teachers  in  schools  that 
have  already  decided  to  introduce  military  training 
are  trying  to  get  all  the  information  they  can  as  to 
the  particular  forms  of  drill  that  have  been  most  suc- 
cessful in  other  schools  and  the  conditions  under  which 
it  may  be  made  most  effective. 

Information  from  Various  Sources. — ^It  is  not  always 
possible,  however,  for  one  school  or  person  to  get  such 
information  from  any  large  number  of  sources.  And 
yet,  the  wider  the  range  of  experience  from  which  this 


ARMS  AND  THE  BOY  93 


information  is  drawn,  the  more  likely  are  decisions  as 
to  the  adoption  of  military  training  to  be  justly  made, 
and  the  more  apt  is  a  particular  school  to  find  methods 
adapted  to  its  own  particular  needs. 

Therefore,  in  presenting  this  subject,  I  have  sought 
to  supplement  my  own  experience  with  that  of  as  many 
others  in  this  field  as  possible.  With  this  in  view,  the 
superintendent  of  public  instruction  and  the  adju- 
tants general  of  the  various  states  were  asked  for  lists 
of  high  schools  affording  military  training.  To  the 
heads  of  these  schools  and  to  many  others  having 
e:q)erience  in  giving  military  instruction  to  boys,  a 
questionnaire  was  sent.  The  response  was  very  gen- 
erous, and  a  great  deal  of  interesting  and  illuminating 
material  was  received. 

An  Unusual  Questionnaire. — ^The  questionnaire  that 
was  sent  out  was  in  a  sense  unique.  Remarkably 
enough,  it  did  not  reflect  a  single  bias  of  my  own.  I 
did  not  prepare  it.  The  questions  in  it  were  originally 
asked  me  by  a  man  who  had  no  answers  to  them  in 
his  own  experience.  He  was  the  head  of  a  school  in 
Honolulu,  whose  trustees  were  considering  military 
training.  He  simply  wanted  to  know  the  facts,  and 
was  practically  free  from  preconceived  notions  on  the 
subject.  It  was,  therefore,  an  ideal  questionnaire  for 
the  purpose.  It  covered  the  whole  field,  the  peace 
"N'alue  as  well  as  the  war  value  of  military  training  for 
the  schoolboys.  I  shall  not  attempt  to  give  a  dry 
category  of  the  answers,  but  to  interweave  them  with 
some  general  discussion  of  the  subject  suggested  by 
each  question. 


CHAPTER  XI 

THE  MENTAL  VALUE  OF  MILITARY  TRAINING 

The  president  of  the  state  university  stood  with 
me  one  day  watching  some  cadets  building  a  pontoon 
bridge.  Fifty  or  sixty  of  them  were  passing  and  re- 
passing over  the  narrow  limits  of  balks  and  chess,  and 
were  rapidly  carrying  and  laying  timbers,  tying  knots 
and  anchoring  pontoons. 

There  was  the  greatest  interest  and  vim  visible  on 
every  side;  every  boy  was  moving  swiftly;  they  were 
as  busy  as  a  hive  of  bees,  but  there  was  no  confusion, 
scarcely  a  word  spoken,  no  boy  running  into  anybody 
else.  Everywhere,  there  was  perfect  coordination, 
attention  and  alertness. 

"How  fine,"  he  said  to  me,  "it  would  be  if  we  could 
carry  over  that  sort  of  eagerness  and  interest  into  the 
class  room." 

Coordinating  the  Work  of  Drill  Field  With  Class 
Room. — Later  he  found  evidence  that  such  things  could 
be  carried  over,  and  he  told  me  so.  It  is  mainly  a  ques- 
tion of  coordinating  the  military  work  with  the  work  of 
the  class  room,  utilizing  the  steam  and  interest  devel- 
oped in  the  more  interesting  phases  of  military  drill  and 

94 


ARMS  AND  THE  BOY  95 

linking  it  up  with  some  of  the  dryer  subjects  of  the 
class  room. 

Some  teachers  are  opposing  military  training  on  the 
ground  that  it  will  interfere  with  other  studies,  either 
by  trenching  on  their  time  or  by  absorbing  too  much 
of  the  boy's  attention.  They  do  not  appreciate  its 
possibilities  when  properly  coordinated  with  class- 
room work. 

I  have  sometimes  heard  teachers  of  physics  and 
chemistry  complain  that  boys  who  came  to  their 
classes  did  not  know  how  to  apply,  even  in  such  a 
matter  as  simple  equations,  the  principles  they  were 
supposed  to  have  learned  under  their  teachers  of 
mathematics;  that  if  the  equation  in  their  science  les- 
son contained  m  and  v  instead  of  x  and  y  the  boys 
would  gaze  at  it  hopelessly  as  though  they  had  never 
seen  an  equation  before. 

New  text-books,  of  course,  have  been  written  to  over- 
come this  difficulty,  and  the  competent  teacher  ever 
sc;eks  to  do  the  same.  Nevertheless,  our  greatest  task 
still  lies  in  teaching  the  boy  to  apply  the  principles  he 
has  learned  to  new  problems  in  whatever  form  he  may 
meet  them. 

Military  training  may  be  so  coordinated  with 
academic  work  that  it  becomes,  to  a  certain  extent,  a 
school  of  application,  where,  under  the  spur  of  interest 
and  competition,  the  boy  learns  to  apply  some  of  his 
foraiulas  to  practical  things. 

Interest  in  Mathematics  Stimulated. — For  instance, 
in  military  map  problems,  which  are  worked  out  as  a 


96  ARMS  AND  THE  BOY 

most  interesting  game,  there  are  certain  principles  of 
mathematics  to  be  apphed.  A  boy  in  charge  of  a 
patrol  represented  by  some  colored  beads  or  pins  stuck 
in  the  map  finds  it  important  to  know  whether  he  can 
see  from  this  position  a  certain  point  on  the  map.  The 
map,  of  course,  is  a  flat  surface,  but  certain  contour 
lines  indicate  to  him  the  rises  and  depressions  that 
lie  between  his  position  and  the  point  he  wishes  if 
possible  to  see.  The  application  of  certain  mathe- 
matical principles  will  determine  for  him  the  visibility 
of  the  point  in  question. 

If  he  makes  a  mistake,  his  side  may  lose  the  problem, 
and  the  boy  doesn't  like  to  lose.  If  he  does  not  know 
the  mathematical  principle  involved  you  may  be  sure 
that  he  will  take  the  earliest  opportunity  to  get  hold 
of  it.  It  may  be  the  first  thing  he  has  absolutely 
mastered  and  made  his  own,  but  the  zest  of  the  compe- 
tition will  spur  him  to  it. 

Cooperation  as  Well  as  Coordination  Essential. — Of 
course,  if  the  teacher  of  mathematics  is  the  sort  that 
says  to  the  military  instructor,  "Here,  this  is  my  sub- 
ject; you  have  no  business  trying  to  teach  mathe- 
matics, stick  to  your  military  work,"  then  the  possi- 
bilities for  cooperation  will  be  lessened.  But  such  an 
attitude,  it  is  to  be  hoped,  will  not  often  be  encountered. 

Officers  of  the  military  staff  at  Culver  are  asked  to 
send  in  to  the  department  of  mathematics  various 
problems  involving  military  principles,  with  a  view  to 
carrying  over  into  the  class  room  some  of  the  keen 
interest  that  centers  about  the  military  work. 


ARMS  AND  THE  BOY  97 

Writing  Orders  as  an  Exercise  in  English. — ^Again, 
there  is  no  better  training  in  the  use  of  concise  accu- 
rate English  than  the  writing  of  military  reports  and 
orders.  A  single  omission,  a  single  inaccurate  state- 
ment, a  single  ambiguous  expression  may  mean  that 
the  writer's  side  may  lose  the  contest  in  an  exciting 
field  or  map  problem. 

It  is  not  easy  to  write  an  absolutely  clear  and  correct 
military  order.  Even  a  good  many  military  men  do 
it  lather  poorly,  and  as  a  result  there  have  been  some 
historic  military  disasters. 

I  do  not  mean  to  imply  that  much  attention  has  been 
given  to  this  phase  of  military  training  in  schools.  I 
am  merely  suggesting  it  as  a  very  fine  mental  exercise 
that  can  be  afforded  by  the  military  department. 

If  the  school  simply  permits  the  military  department 
to  worry  along  as  something  totally  distinct  and  sepa- 
rate from  the  rest  of  the  curriculum,  not  caring  even 
if  the  cadets  know  whether  there  are  two  fs  or  one 
in  battalion,  or  whether  calvary  or  cavalry  is  the  proper 
name  of  the  military  branch  of  the  service  that  rides 
on  horses,  then,  of  course,  military  training  may  not 
be  of  any  material  assistance  to  academic  work. 

A  Summary  of  Answers  as  to  Mental  Value. — ^In 
general,  the  answers  to  the  question,  "What  value  has 
military  training  mentally?"  express  the  opinion  that 
the  effects  of  military  training  carry  over  into  the  class 
room  and  result  in  a  higher  degree  of  attentiveness 
and  more  mental  alertness.  Also,  that  the  regular  well- 
ordered  life  of  the  cadets  results  in  a  healthier  body 


98  ARMS  AND  THE  BOY 

and  better  nervous  tone,  and  necessarily,  therefore,  in 
/  a  better  grade  of  mental  effort. 

The  principal  of  the  Visalia,  California,  High  School 
feels  that  "military  training  develops  concentration, 
and  that  its  many  problems  cover  a  wide  range  of 
educational  value." 

A  somewhat  contrary  opinion  is  that  "military 
training  in  the  sense  of  developing  the  faculties  is  of 
small  value  as  compared  with  other  subjects  in  the 
school  curriculum." 

New  Castle,  Wyoming,  has  found  that  military  drill 
"awakens  the  stupid  and  puts  snap  into  the  whole 
student  body." 

Others  express  themselves  as  feeling  that  military 
training  "quickens  the  mental  processes  and  aids 
straight  thinking,"  "promotes  quick  response  to  direc- 
tions," and  "creates  a  sense  of  order  and  accuracy." 

It's  not  to  be  expected,  of  course,  that  every  boy  will 
be  influenced  to  the  same  degree  by  military  training. 

It  is  my  observation  that  to  a  greater  or  less  degree 
military  training  does  react  on  the  boy's  mentality  as 
indicated.  It  can  not,  of  course,  make  a  bright  boy  out 
of  a  stupid  one,  but  it  may  awake  some  dormant 
faculty  that  the  boy  was  not  fully  conscious  of,  and 
it  does  quicken  the  sluggish  and  lazy. 

I  have  also  seen  some  boys,  who  could  never  become 
students  under  the  most  favorable  circumstances  and 
who  would  have  become  seriously  discouraged  in  a 
regime  of  pure  academic  work,  develop  under  military 


ARMS  AND  THE  BOY  99 

instruction  such  initiative  and  executive  ability  as  to 
assure  them  of  success  in  business. 

Carrying  Into  the  Class  Room  the  Spirit  of  Compe- 
tition.— In  Wyoming,  after  the  competitive  feature 
between  military  units  has  been  well  inaugurated  and 
has  been  running  well  for  a  couple  of  years,  scholar- 
ship competitive  units  have  been  introduced  with  excel- 
lent results,  the  competition  between  these  squads 
becoming  as  keen  as  that  between  the  wall-scahng 
and  troop-leadership  units. 

Standings  are  posted  on  the  bulletin  board  every 
week,  and  the  squads  fight  to  hang  up  the  highest 
averages  in  every  branch  of  study. 

Boys  have  become  so  eager  in  the  contests  that  they 
have  undertaken  to  coach  one  another.  One  boy  whose 
squad  had  failed  in  other  competitions  and  who 
determined  that  he  would  yet  win  his  star  for  one 
of  the  intra-school  contests  went  around  among  mem- 
bers of  his  squad  night  after  night,  coaching  them  in 
the  work  until  he  finally  led  his  squad  to  an  unquali- 
fied victory. 

It  should  be  remembered  that  these  academic  com- 
petitive units  are  not  all  composed  of  star  students 
any  more  than  the  wall-scaling  squads  are  composed 
entirely  of  expert  gymnasts.  Each  squad  must  have 
the  same  proportion  of  strong,  medium  and  weak  mem- 
bers, so  that  every  boy  in  the  school  has  a  chance. 
It  is  not  like  a  scholarship  medal  or  an  athletic  emblem 
that  is  competed  for  only  by  a  very  few  naturally  well 


100 


ARMS  AND  THE  BOY 


developed  youngsters  who  have  a  reasonable  chance 
to  win. 

Finally,  it  may  be  said  that  the  interest  engendered 
by  the  military  training  tends  to  keep  the  boy  in 
school  and  to  cut  down  truancy. 


CHAPTER  XII 

ADVANTAGE    OF    MILITARY    TRAINING    AS   A    SYSTEM    OP 
EXERCISE  AND  ITS  RELATION  TO  ATHLETICS 

]VIany  opponents  of  military  training  in  the  high 
schools  drive  home  and  clinch  their  arguments  by 
quoting  Doctor  Sargent,  head  of  the  Hemenway  Gym- 
nasium at  Harvard,  as  authority  for  the  statement  that 
military  drill  is  of  no  value  physically,  and  that  to  the 
growing  boy,  it  is  positively  injurious. 

Apparently  they  do  not  consider  the  splendid 
phj^sique,  the  attractive  carriage,  of  our  West  Point 
cadets,  and  overlook  the  fact  that  the  students  of  no 
civilian  preparatory  school  in  America  can  equal  in 
set-up  and  superb  physical  condition  the  fourteen  to 
eighteen-year-old  cadets  of  our  best  military  schools. 

]3ecause  an  eminent  authority  on  physical  training 
says  that  military  drill  is  injurious,  those  who  oppose 
drill  accept  his  statement  with  the  spirit  of  the  little 
boy  who  naively  said,  "If  my  mother  says  it  is  so,  it  is 
so,  even  if  it  ain't  so."  They  forget  that  even  experts 
are  sometimes  mistaken. 

Doctor  Sargent  says  that  we  may  account  for  the 
graceful  poise  of  the  West  Point  cadets  by  the  fact 
that  they  spend  during  the  summer  an  hour  or  so  each 
day  in  the  hands  of  the  dancing  master.  The  first-year 
cadets  at  West  Point  receive  daily  instruction  in  danc- 

101 


.  If^?:     ^^  ABMS  AND  THE  BOY 

ing  for  one-hour  periods  from  July  fourth  to  August 
twenty-eighth. 

Calisthenics. — ^The  fine  set-up  of  the  cadets  at  West 
Point  and  at  our  other  first-class  military  schools,  how- 
ever, is  not  attributable  to  dancing  and  is  due  only  in 
part  to  special  calisthenics  that  are  not  in  themselves 
essentially  military. 

There  is  another  element  that  has  apparently  been 
lost  sight  of  in  all  the  discussions  I  have  heard  or  read. 
It  was  lost  sight  of  by  the  Massachusetts  Special  Com- 
mission on  Military  Education,  which  turned  down  mil- 
itary training,  but  approved  the  adoption  of  a  system 
of  calisthenics  just  like  those  at  West  Point.  West 
Pointers  were  well  set  up  half  a  century  before  the  cal- 
isthenics referred  to  were  ever  used. 

Captain  Koehler,  Master  of  the  Sword  at  West  Point, 
it  is  true,  has  worked  out  a  wonderful  system  of  calis- 
thenics that  develops  alertness  as  well  as  muscle. 
Commands  are  varied  so  that  the  cadet  must  pay  close 
attention  to  every  syllable,  and  he  does  not  know  until 
the  very  last  word,  exactly  what  he  is  to  do,  when  he 
must  move,  instantly,  precisely,  and  with  all  sorts  of 
"pep." 

Minus  that  subtle  thing  called  military  discipline, 
can  one  get  the  precision,  the  "pep,"  that  as  much  as 
the  exercises  themselves  makes  the  set-up  of  the  West 
Point  cadet?  One  can  almost  hear  the  high-school  boy 
of  the  non-military  high  school  grumble  to  his  neigh- 
bor:    "This  is  too  much  like  work  for  me."    There 


Barracks  and  Cadets  at  Calisthenics 
New  York  Military  Academy,  Cornwall-on-the-Hudson,  N.  Y. 


Setiiiig   Lp  Diili — iVLiiipcr 


A  Class  in  Bayonet  Fencing — Wentworth  Military  Academy, 
Lexington,  Missouri 


ARMS  AND  THE  BOY  103 


more  required  than  a  fine  system  of  exercises ;  there 
. "  discipline,  and  there  is  that  other  subtle  thing  called 
esprit  de  corps, — a  thing  which  military  training  like 
that  at  West  Point  seems  to  create  more  effectively 

an  any  non-military  agency. 

Effect  of  the  Uniform. — ^It  is  also  said  that  there 
is  another  method  of  getting  set-up,  the  "tailorizing" 
method;  but  schools  like  West  Point  put  the  padding 
on  t'le  boy,  not  in  the  uniform.  Nevertheless,  the  uni- 
form is  a  factor  and  an  important  one.  Can  you 
imagine  the  boy  in  a  civilian  suit  that  stands  for 
nothing  more  than  the  tailor's  desire  to  tickle  youthful 
fancy,  carrying  himself  as  well  as  the  cadet  in  a  uni- 
form that  stands  for  the  traditions  and  ideals  of  his 
corps  ?  It  is  strange  that  these  more  subtle  and  power- 
ful influences  in  military  training  seem  to  be  so  com- 
pletely lost  sight  of. 
JF  Constant  Reminders. — Again,  in  the  early  stages  of 
acquiring  a  set-up  the  boy  does  not  always  remember 
to  carry  himself  well.  Old  habits  of  posture  are  not  so 
easy  to  overcome;  he  needs  a  reminder.  A  father  of 
one  of  our  cadets  received  a  letter  from  his  boy  shortly 
after  he  enrolled.  "They  are  digging  at  me  all  the 
time  about  holding  myself  up,"  he  wrote.  "I  am  glad 
to  hear  it,"  replied  the  father,  "that  is  what  I  sent 
you  there  for." 

llie  recruit  is  constantly  reminded  of  any  relaxa- 
tion from  a  correct  posture.  Under  military  control 
he  will  accept  such  corrections,  whereas  under  the 
discipline  of  the  average  civilian  high  school  he  would 


104  ARMS  AND  THE  BOY 

at  least  resent  and  probably  fail  to  comply  with  them. 

Criticism  of  Set-up. — Colonel  Thomas  I.  Edwards  of 
the  Massachusetts  National  Guard  says  that  in  Boston 
Jhe  effect  of  school  drill  has  been  to  make  boys  round- 
shouldered  and  narrow-chested,  that  he  never  saw  a 
school  company  well  set-up  in  his  life.  This  is  not  a 
reflection  on  military  training,  but  on  the  manner  in 
which  it  must  have  been  carried  on  in  the  cadet  com- 
panies which  Colonel  Edwards  has  seen. 

I  should  like  to  have  him  look  over  the  corps  of 
cadets  of  Culver  at  the  end  of  nine  months'  training. 
I  should  like  him  to  see  them  not  in  ranks  alone,  but 
in  class,  at  mess,  and  in  off-duty  hours.  And  then 
with  the  picture  fresh  in  mind  of  these  erect,  alert 
young  soldiers,  I  would  like  him  to  go  straight  to  the 
non-military  school  that  is  giving  the  best  course 
of  physical  training  that  he  knows  of.  I  should  have 
no  fear  of  his  opinion  after  making  the  comparison. 
Even  the  cadets  of  our  summer  school  after  but  eight 
weeks  are  far  from  being  round-shouldered  or  narrow- 
chested.  He  will  find  new  cadets  at  Culver  who  from 
September  to  January  have  gained  from  three  to  ^ve 
inches  in  girth  of  chest  and  as  much  as  twenty  pounds 
of  weight  in  pure  muscle.  The  changes  in  carriage  of 
shoulders  and  head  are  such  even  from  the  first  two 
weeks  of  setting-up  drills  that  no  measurements  are 
made  for  the  regular  uniform  until  the  end  of  that 
period.  Every  cadet  of  Culver  is  not  only  carefully 
measured  when  he  enters  and  at  intervals  thereafter, 
but  he  is  also  photographed.    The  evidence  of  both 


ARMS  AND  THE  BOY  105 


muscular  gain  and  improved  set-up  is  therefore  indis- 
putable. 

An  Incentive  to  Good  Carriage. — The  winning  of  his 
'^Culvers"  for  set-up  and  physical  fitness  is  as  great 
a  spur  to  the  boy  as  the  ambition  to  win  an  emblem 
on  an  athletic  team.  The  "Culvers"  for  set-up  consist 
of  a  gold  and  black  enamel  collar  device  with  the  large 
C  enclosing  the  other  letters  of  the  word.  It  is  the 
athletic  emblem  in  miniature.  When  a  boy  has  his 
set-up  and  is  entitled  to  wear  this  device  he  has  a 
carriage  and  bearing  that  will  go  with  him  through  life. 

Doctor  Darby's  Experiment. — Doctor  Darby  of  Lon- 
don, another  frequently  quoted  authority  on  the  bad 
effects  of  military  drill,  says  that  an  experiment  was 
conducted  in  an  English  public  school  with  a  view  to 
determining  the  relative  value  of  gymnastics  and  mere 
dr:  11,  and  that  the  results  of  the  former  were  more  than 
three  times  as  great  as  those  yielded  by  drill  alone. 

What  does  he  mean  by  drill?  If  he  means  a  mere 
shouldering  and  ordering  of  arms  and  the  marching 
of  the  close  order  movements,  it  is  not  at  all  surprising 
that  such  results  were  obtained. 

But  even  at  that,  a  more  interesting  comparison 
would  have  been  between  gymnastics  alone,  and  a 
combination  of  gymnastics  and  drill,  the  amount  of 
time  given  to  the  combination  being  no  greater  than 
that  to  gymnastics  alone. 

If  we  want  such  a  comparison,  we  can  get  it  between 
first-class  military  schools,  where  drill  and  gymnastics 
are  both  given,  and  civilian  schools  where  an  equal 


106  AEMS  AND  THE  BOY 

amount  of  time  is  given  to  physical  training  only. 
The  comparison  will  leave  no  doubt  that  the  combina- 
tion of  calisthenics  and  drill  is  more  effective. 

The  Drill  and  the  Giving  of  It. — ^Drill  may  mean 
several  different  things.  Everything  depends  on  the 
kind  of  drill  selected,  and  how  it  is  given.  Doctor 
Sargent's  principal  objection  to  drill  as  a  physical  exer- 
cise is  his  claim  that  it  does  not  to  any  extent  meet 
the  physiological  demands  of  the  body;  that  it  does 
not  increase  the  respiration  and  quicken  the  circulation 
to  a  sufficient  extent  to  secure  the  constitutional  bene- 
fits that  should  accrue  from  exercise. 

Doctor  Sargent  is  exactly  right  if  he  refers  to  the 
"shoulder  humps,"  "forward  hutch"  sort  of  drill  to 
which  the  Boston  high  schools  seem  to  have  been  limit- 
ing their  military  activities  every  time  Doctor  Eliot 
and  Doctor  Sargent  came  around;  but  if  Doctor 
Sargent  had  ever  taken  part  in  one  of  the  modem 
skirmish  drills,  advancing  by  rushes,  and  rapidly  load- 
ing and  firing  a  rifle  without  taking  it  from  his  shoul- 
der while  lying  down,  he  would  change  his  mind  about 
whether  they  quicken  the  respiration  and  increase  the 
circulation. 

At  least  I  am  sure  that  the  middle-aged  men  who 
attended  the  camps  at  Plattsburg  and  Sheridan  would 
not  agree  with  him.  I  have  seen  some  of  them  after 
such  a  drill  "puffing  and  blowing"  and  giving  every 
unmistakable  evidence  of  increased  respiration  as  well 
as  increased  circulation.  The  bayonet  exercises  are 
inclined  to  have  a  somewhat  similar  effect. 


I 


ARMS  AND  THE  BOY  107 

Close  Order  Drills. — My  disagreement  with  Doctor 
Sargent  is  that  he  appears  to  condemn  military  drill 
as  a  whole.  His  strictures  are  merited  when  applied 
to  the  drill  as  it  has  been  conducted  in  too  many  of 
our  schools. 

The  close  order  drill  does  become  monotonous ;  it  has 
a  disciplinary  value,  but  it  has  been  overdone.  It  is  the 
least  valuable  part  of  the  soldier's  training  and  the 
least  valuable  as  an  exercise. 

Interesting  and  Beneficial  Forms. — ^If  Doctor  Sargent 
by  his  criticism  makes  the  schools  emphasize  the 
extended  order  drills  on  the  drill  ground,  and 
the  intensely  interesting  scouting  and  troop-leading 
exercises  in  the  field,  and  pay  more  attention  to  such 
things  as  wall-scaling,  week-end  hikes  and  camping 
trips,  and  do  less  of  the  things  that  make  a  show  when 
the  band  is  playing,  he  will  have  made  military  drill 
in  schools  really  worth  while,  from  the  soldier's  stand- 
point as  well  as  from  that  of  the  expert  in  physical 
training. 

I  hope,  however,  that  he  will  not  in  any  case  succeed 
in  discouraging  military  drill  altogether,  I  have  seen 
it  working  under  proper  conditions,  and  I  know  that 
it  does  idealize,  exercise  and  give  wholesome  training 
to  many  boys  who  would  otherwise  limit  their  physical 
activities  to  "rooting"  for  the  chosen  few  on  the  var- 
sity team. 

Test  of  Ability  to  Handle  Rifle.— Criticism  directed 
toward  the  use  of  heavy  rifles  by  boys  of  limited 
strength  is  also  well  taken.    The  United  States  Gov- 


108  ARMS  AND  THE  BOY 

ernment  issues  a  carbine  of  the  1898  model  which  is 
much  lighter  than  the  "Krag"  rifle  used  by  many- 
schools,  but  even  this  is  too  heavy  in  some  cases. 

The  physical  director  at  Culver  has  suggested  the 
following  as  a  test  of  the  boy's  ability  to  handle  the 
rifle.  Have  the  boy  hold  piece  at  "trail"  and  raise  it 
diagonally  across  body  until  right  hand  is  opposite  left 
shoulder;  returning  to  position  of  "trail,"  repeating 
without  stopping  and  without  deranging  position  of 
attention.  A  test  made  with  twenty-four  of  the  smaller 
cadets  at  Culver  shows  an  average  of  sixty-five  times, 
without  undue  fatigue,  using  the  United  States  Maga- 
zine Rifle,  Model  of  1903,  weighing  8.69  pounds  with- 
out bayonet.  The  Krag  rifle  with  which  most  schools 
are  equipped  weighs  9;187  pounds;  with  bayonet, 
10.174  pounds;  forty  times  is  suggested  as  the  mini- 
mum for  this  rifle.    The  "Krag"  carbine,  8.075  pounds. 

Lieutenant  Steever  gives  special  work  to  boys  phy- 
sically unfit,  with  a  view  to  bringing  them  up  to  par 
when  possible. 

Summary  of  Answers  Regarding  Physical  Value.—- 
I  have  not  undertaken  to  give  in  detail  the  answers 
to  the  questionnaire  on  this  subject,  for,  in  gen- 
eral, they  agree  as  to  the  physical  value  of  military 
training  properly  given  in  waking  the  boy  up,  in 
"making  live  boys  of  sluggards,"  and  straight  boys  out 
of  slouchy  ones.  Others  suggest  that  it  "gives  the 
boy  better  form ;  I  do  not  mean  merely  shape" ;  that  it 
"makes  boys  walk  erectly,  not  in  a  slovenly  fashion,  but 
with  vigor" ;  that  it  teaches  the  boy  to  take  a  pride  in 


IB 


ARMS  AND  THE  BOY  109 


and  "care  for  his  body;"  and  "gives  the  boy  exercise 
without  the  strain  that  occurs  in  our  usual  athletics." 

Limitation  in  Results  Achieved  in  Day  Schools. — ^The 
high  schools  at  best  can  not  expect  to  achieve  West 
Point  results  or  to  attain  in  disciphne  or  carriage  the 
standard  of  the  highest  grade  strictly  military  board- 
ing schools  where  boys  are  constantly  in  a  military 
atmosphere  twenty-four  hours  out  of  the  twenty-four. 

The  high  schools  will  probably  do  their  pupils  much 
more  harm  than  good  by  purely  mechanical  drills  if  in- 
fresquently  and  perfunctorily  given.  But  with  a  capa^ 
ble  enthusiastic  instructor  who  knows  his  business  and 
four  or  five  drill  periods  per  week  with  plenty  of  va- 
riety, lots  of  snap,  steady  consistent  discipline  and  a 
spirit  of  competition  between  units,  results  of  real 
value  should  be  achieved  both  physically  and  morally 
that  will  fully  justify  the  adoption  of  military  train- 
ing. 

WHAT  IS  THE  EFFECT  OF  MH^ITARY  TRAINING  ON  ATHLET- 
ICS?    IS  IT  A  SUBSTITUTE  FOR  ATHLETICS? 

We  have  found  at  Culver  that  the  military  organiza- 
tion can  be  made  the  basis  of  a  very  effective  scheme 
of  intramural  athletics. 

Each  of  the  six  companies  has  its  team,  in  football, 
brsket  ball,  hockey,  baseball,  etc.,  and  the  interest  in 
the  company  league  schedules  is  sometimes  more  in- 
tense even  than  in  the  games  with  outside  institutions. 

In  addition,  there  is  an  athletic  day  once  per  week 
in  which  every  cadet  must  represent  his  company  in 


110  ARMS  AND  THE  BOY 

some  sort  of  sport,  whether  it  be  boxing,  bowling, 
tennis,  cross-country  running,  target  practise,  or  some ' 
other  seasonable  form  of  competition. 

Points  are  awarded  for  first,  second  and  third  places,  * 
and  the  company  that  totals  the  highest  number  of. 
points  each  month  is  permitted  to  carry  the  athletic 
pennant  in  its  file  closers  for  parades  and  other  cere- 
monies. 

Military  Athletics. — ^The  keen  competitive  system 
that  Lieutenant  Steever  has  worked  out  in  Wyoming, 
under  which  he  introduces  the  game  spirit  into  most 
of  his  military  training,  might,  in  effect,  be  said  to  be 
military  athletics;  and  certainly  it  is  much  more  ef- 
fective than  the  old  system  of  athletics  under  which 
the  majority  of  students  took  their  exercise  vicarious- 
ly by  watching  the  chosen  few  on  the  school  teams. 

Summary  of  Answers. — ^Some  of  the  answers  that 
were  received  to  this  question  of  the  relation  of  mili- 
tary training  to  athletics  are  as  follows : 

"Takes  the  place  of,  with  most  students.  Military 
training  goes  hand  in  hand  with  clean  vigorous  ath- 
letics." 

"School  should  have  both." 

"Does  not  interfere,  but  tends  to  encourage  team 
work  and  clean  athletics." 

"Stimulating  to  athletics." 

"Both  seem  to  work  well  together." 

"It  has  helped  athletics.  Should  not  be  a  substitute 
for  it." 

"Does  not  affect  interest  in  athletics." 


#■ 


ARMS  AND  THE  BOY 


111 


''iMakes  team  work  and  subordinates  the  individual." 
"Develops  a  spirit  of  obedience  to  instructions." 
"Decidedly  good  effect.    Aids  athletics,  because  we 
can  get  more  boys  gathered  together." 


CHAPTER  XIII 

THE   MERITS   OF   MILITARY   TRAINING  AS  A.  SYSTEM   OB^ 
DISCIPLINE 

Educators  are  agreed  that  a  lack  of  respect  for 
authority  is  our  greatest  national  defect.  We  see  evi- 
dence of  it  everywhere ;  in  the  home,  in  the  school,  in 
the  church  and  in  business.  Anything  that  tends  to 
overcome  this  defect,  certainly  lays  the  groundwork 
for  more  useful  and  effective  citizenship. 

Citizenship. — The  first  lesson  that  a  boy  in  a  cadet 
organization  is  taught  is  that  of  respect  for  those  who 
are  placed  above  him.  Every  order  that  appoints  one 
of  his  fellow  cadets  as  an  officer  or  a  non-commis- 
sioned officer  ends  with  the  words,  "He  will  be  re- 
spected and  obeyed  accordingly." 

The  boy  appointed,  may  be  just  a  corporal,  perhaps 
younger  than  the  other  seven  cadets  in  his  squad,  but 
this  makes  no  difference.  He  is  to  be  obeyed,  not  be- 
cause he  is  younger  or  older  or  bigger  or  smaller,  or 
because  he  is  John  Smith  or  Jim  Brown,  but  because 
he  represents  the  authority  of  the  institution. 

Developing  Responsibility. — When  the  cadet  becomes 
a  member  of  a  squad  or  company,  it  is  borne  home  to 
him  more  effectively  than  it  is  at  home  or  in  the  school 
room  that  there  are  things  he  must  do  for  the  general 

112 


ARMS  AND  THE  BOY  113 


good  of  his  organization,  and  that  he  owes  some  duty 
to  something  outside  of  and  beyond  himself.  He  ac- 
quires a  group  loyalty  and  a  sense  of  responsibility  for 
the  general  welfare  of  those  about  him  that  in  itself 
is  another  attribute  of  good  citizenship. 

Civic  corruption  and  inefficiency  are  both  due  to  in- 
difference. "No  one  cares  much  for  an  object  that 
makes  no  demands  on  him  .  .  .  We  need  to  feel  these 
requirements  not  simply  in  the  shape  of  demands  on 
our  pocketbooks,  like  a  commercial  debt,  easy  for  some 
and  hard  for  others,  but  in  a  more  human  kind  of  coin, 
the  one  truly  democratic  currency  of  time  and  muscle 
and  fatigue  and  personal  service  in  the  physical  fra- 
ternity of  the  ranks." 

The  foregoing  quotation  from  Professor  Hocking  of 
Harvard  suggests  another  important  part  that  military 
training  may  play  in  preparing  the  cadet  for  civic  life, 
provided  the  ideal  is  held  before  him  that  his  long 
hours  of  drill  and  hard  work  are  not  alone  for  his  own 
physical  and  moral  benefit,  but  also  that  he  may  serve 
his  country  if  need  arises. 

Present  InsuflSciency  of  School  Discipline. — That  the 
present  high-school  system  falls  short  of  the  mark  in 
the  matter  of  discipline,  is  implied  by  the  eagerness 
w  ith  which  the  press  throughout  the  country  seems  to 
endorse  military  training  as  a  means  of  teaching  boys 
greater  respect  for  authority. 

The  Chicago  Tribune  looks  to  such  training  as  a 
means  of  securing  a  "better  braced  American  character 
and  for  the  establishment  of  habits  which  will  correct 


114  ARMS  AND  THE  BOY 

the  slack  self-indulgence  and  unregulated  impulses  of 
which  we  see  so  much  in  this  land  and  generation." 

Need  for  Discipline. — This  same  thought  was  ex- 
pressed by  Miss  E.  A.  Eiselman  in  speaking  before  the 
Massachusetts  Special  Commission  on  Military  Educa- 
tion and  Keserve.  "This  country  has  already  had  a 
full  fling  of  self -governed  youth,"  said  Miss  Eiselman, 
*Vith  the  result  that  in  1913  four  thousand  six  hun- 
dred sixty-seven  young  men  from  fifteen  to  twenty-five 
years  of  age  were  imprisoned  in  the  State  of  Massachu- 
setts alone;"  and  Miss  Eiselman  adds  succinctly, 
"These  are  statistics  of  boys  who  would  not  obey." 

The  pertinent  question,  of  course,  is  whether  or  not 
military  training  in  the  schools  will  help  to  remedy 
such  conditions.  From  Wyoming,  where  military  train- 
ing has  been  in  vogue  for  five  years,  there  comes  this 
answer:  "There  used  to  be  about  eight  per  cent,  of 
delinquency  among  high-school  boys,  but  the  self- 
discipline  and  self-restraint  of  the  cadets  has  wiped 
it  out." 

As  a  Preparation  for  Business.^— But  apart  from  the 
relatively  small  number  of  high-school  boys  whose  lack 
of  discipline  brings  them  amuck  of  the  law  ^'America 
needs  in  all  its  various  lines  of  industry  and  business 
boys  who  will  cheerfully  and  promptly  obey,  and  who 
can  be  depended  on."  , 

The  Galesburg  (Illinois)  Register,  from  which  this 
statement  is  quoted,  thinks  that  military  training  may 
afford  the  answer  by  teaching  boys  the  value  of  dis- 
cipline and  giving  them,  at  the  same  time,  the  ability 


ARMS  AND  THE  BOY  115 

to  act  promptly  in  conjunction  with  others  in  case  of  an 
emergency. 

Again,  we  are  confronted  with  the  question,  "Will 
mihtary  training  in  the  schools  really  achieve  that 
end?"  The  people  of  the  city  of  Logansport,  Indiana, 
will  certainly  agree  that  military  training  does  enable 
boys  to  act  promptly  in  an  emergency  and  in  conjunc- 
tion with  others,  in  view  of  the  fact,  already  men- 
tioned, that  in  the  floods  of  1913  less  than  one  hundred 
Culver  cadets  were  able  as  a  result  of  their  organiza- 
tion and  discipline  to  rescue  in  two  days  fourteen  hun- 
dred citizens  of  Logansport  from  the  flooded  districts. 

Evidence  That  Military  Training  Inculcates  Disci- 
pline.— From  the  standpoint  of  increased  dependability 
in  business,  I  can  say  that  in  the  files  of  all  the  best 
military  schools  are  many  letters  from  business  men 
from  all  parts  of  the  country  testifying  to  the  value  of 
military  training  in  developing  the  sort  of  discipline 
needed  in  business  and  industrial  pursuits. 

In  this  connection  a  boy  of  our  last  year's  graduat- 
ing class  who  had  secured  a  position  in  an  office  in 
New  York  wrote  back  to  me  saying:  "Tell  the  boys 
for  me  that  when  they  go  to  w^ork  in  an  office  they 
should  take  with  them  everything  they  got  from  the 
military  training  except  the  uniform." 

Testimony  as  to  Economic  Value. — But  it  may  be 
reasonably  objected  that  these  illustrations  are  from 
a  strictly  military  school  in  which  the  boy  lives  the 
life  of  the  soldier  day  in  and  day  out. 

The  adjutant  general   of  California,   however,   is 


116  ARMS  AND  THE  BOY 

authority  for  the  statement  that  "military  training-  in 
the  high  schools  is  also  proving  its  economic  value." 
A  letter  which  he  recently  wrote  me  contains  this 
statement:  "It  appears  that  opposition  has  been  al- 
most entirely  overcome,  due  perhaps  to  the  fact  that 
existing  cadet  companies  have  demonstrated  the  great 
value  to  be  derived  from  military  training  in  that  it 
increases  the  student's  business  efficiency,  and  hence 
his  economic  value,  through  the  habits  acquired  of 
discipline,  obedience,  self-control,  order  and  command." 

WHAT  ADVANTAGE  DOES  MILITARY  TRAINING  HAVE  OV£R 
THE  USUAL  SYSTEM  EMPLOYED  IN  SCHOOLS? 

Effectiveness  As  Moral  Training. — ^All  teachers  ap- 
preciate the  difficulty  of  imparting  moral  instruction 
to  boys  by  the  direct  method  of  precept  and  preach- 
ment. In  the  estimation  of  the  average  boy  these  are 
much  like  the  amusing  advice  an  anxious  but  impracti- 
cal mother  is  said  to  have  given  her  son  in  starting 
for  the  front.  "Now,  Jimmie,"  she  said,  "remember 
that  you  catch  cold  mighty  easily,  and  when  you  get 
to  the  front  be  sure  to  avoid  trenches  with  a  northern 
exposure." 

Advantage  in  Molding  Student  Opinion. — ^If  moral 
standards  are  to  be  effective,  they  must  be  registered 
in  the  traditions  of  the  school  to  such  an  extent  that 
the  students  themselves  say,  "These  are  things  for 
which  we  stand."  We  all  know  how  powerful  is  the  in- 
fluence on  the  boy  of  the  opinion  of  his  fellows. 

I  would  say  from  my  experience  that  the  greatest 
advantage  of  military  training  over  the  system  ordi- 


i^^f^ 


fmimuiii^inimiimm 


Battalion  Parade — Culver 


Troop  Drill     Culver 


ARMS  AND  THE  BOY  117 

naiily  used  in  schools  is  the  opportunity  it  offers  for 
the  molding  of  student  opinion  and  its  utilization  in 
imparting  wholesome  moral  ideals. 

Effect  on  Lying  and  Cheating. — ^It  may  be  made  the 
basis  of  an  honor  system  which  discourages  lying  and 
cheating  on  examinations  and  that  substitutes  for  the 
lax  standards  of  many  schools,  the  standard  of  the 
officer  and  the  gentleman. 

It  has  been  said  that  the  West  Pointer  can  not  lie, 
that  it  would  be  impossible  for  him  to  do  so  after  f ouv 
years  spent  under  the  influence  of  the  strict  code  of 
personal  honor  that  the  cadets  themselves  so  rigidly 
enforce. 

I  have  had  new  teachers  who  were  accustomed  to  the 
schoolboy  attitude  of  trying  to  "put  one  over  on  the 
teacher"  tell  me  that  the  hardest  thing  to  which  they 
had  to  accustom  themselves  at  Culver  was  the  fact 
that  a  cadet  when  questioned  about  a  breach  of  disci- 
pline told  the  exact  truth. 

Incentive  to  Right  Living  and  Thinking.^ — Steever,  in 
his  Wyoming  system,  has  found  military  training  a 
powerful  moral  agency.  Under  his  system  of  keen 
competition  between  units  he  has  found  that  the  boys 
to  a  remarkable  extent  enforce  correct  moral  standards 
among  themselves. 

If  a  squad  is  losing  in  a  wall-scaling  contest  by 
reason  of  the  lapses  of  a  member,  the  measures  they 
take  to  bring  him  into  line  are  sure  and  effective. 

Steever  impressed  upon  these  boys  the  fact  that  it 
is  the  strong  man  that  wins  and  that  the  strong  man 


118  ARMS  AND  THE  BOY 

thinks  clean  and  lives  clean.  He  feels  that  he  has  done 
much  by  this  system  to  eliminate  smoking  and  im- 
moral practises. 

Athletics  in  the  ordinary  type  of  school  are,  of 
course,  often  utilized  in  the  same  way.  But  athletics 
rarely  reach  more  than  a  small  percentage  of  the  stu- 
dents, while  the  military  system  may  be  made  to  in- 
clude them  all. 

A  Means  of  Developing  Will  Power.— Pride  in  his 
uniform,  pride  in  his  company  or  squad,  and  the  de- 
sire to  win,  may  be  utilized  as  an  incentive  for  every 
boy  to  go  into  training.  It  may  not  produce  results  a 
hundred  per  cent,  perfect,  by  any  means,  but  it  gets  a 
good  many  more  boys  interested  than  the  average 
system  does  in  developing  not  only  the  biceps  and  the 
leg  muscles  but  also  the  will  power  muscles. 

The  weakness  of  the  average  public  school  lies  in 
its  absence  of  traditions.  Traditions  are  the  most 
powerful  thing  in  student  life,  and  the  military  organ- 
ization is  an  effective  means  of  creating  them. 

Other  Views. — Salt  Lake  City  gives  at  once  a  clue 
to  why  the  system  there  has  been  successful  when  its 
superintendent  of  schools  answers:  "The  honor  of 
the  cadet  can  be  appealed  to  in  most  cases.  He  "is 
filled  with  a  desire  never  to  disgrace  his  uniform." 
The  school  that  inculcates  that  feeling  will  get  results ; 
but  the  school  that  adopts  merely  the  form,  the  fuss 
and  feathers,  of  military  training  will  probably  find 
the  system  more  of  a  detriment  than  otherwise. 

From  Lander,    Wyoming,  the  state  of  Lieutenant 


ARMS  AND  THE  BOY  119 

Steever's  successful  experiment,  comes  the  same 
thought :  "Cadets  take  pride  in  their  organization  and 
refrain  from  acts  that  discredit  it."  "Firmer,"  "more 
decisive,"  "based  on  honor"  are  given  by  others  as 
reasons  for  considering  military  training  better  than 
the  usual  form  of  school  discipline. 

Boys  Realize  Value  of  Discipline. — I  feel  like  endors- 
ing particularly  the  statement  that  military  training 
"makes  boys  realize  the  value  of  discipline."  The 
average  boy  thinks  that  discipline  is  a  purely  useless 
thing,  invented  by  teachers  and  a  few  unreasonable 
parents  for  the  purpose  of  showing  their  authority 
and  marring  the  boy's  full  enjoyment  of  life. 

In  ranks  he  learns  that  his  own  discipline  has  a  very 
concrete  bearing  on  something  outside  of  himself ;  that 
things  can  be  done  where  there  is  discipline  that  can 
iict  be  done  where  there  is  not;  that  things  run  more 
smoothly  with  discipline;  that  the  difference  between 
a  mob  that  accomplishes  nothing,  and  a  company  that 
can  be  moved  as  a  unit  swiftly  and  effectively  in  the 
accomplishment  of  a  definite  purpose,  is  merely  dis- 
cipline; that  discipline  saves  time,  saves  lives,  gets 
team  work;  and  that  to  control  others,  he  must  first 
learn  to  control  himself,  in  other  words,  acquire  dis- 
cipline. 

He  may  not  think  it  all  out,  but  way  down  in  his 
"system"  there  is,  probably  for  the  first  time,  the  feel- 
ing that  "there's  a  reason"  for  discipline. 

Assistance  from  Students  in  Maintaining  Discipline. 
— With  this  realization  comes  a  dawning  sense  of  re- 


f 


120  ARMS  AND  THE  BOY 

sponsibility,  which,  when  sufficiently  developed,  brings 
the  chance  to  become  a  cadet  officer.  This  is  not  only 
a  fine  opportunity  for  the  boy,  but,  as  another  answer 
suggests,  a  fine  thing  for  the  school,  because  it  gives 
the  teacher  an  assistant  in  maintaining  discipline  that 
the  pedagogue  in  the  non-military  school  does  not  have. 
Allusions  from  those  answering  the  question  to 
"promotions,  demotions,  merits  and  demerits"  suggest 
that  the  military  system  is  more  effective  in  its  re- 
wards and  penalties,  as  does  also  the  statement  that  "a 
boy  in  a  cadet  corps  feels  like  a  soldier  and  he  wants  to 
be  like  one.  If  he  does  not  yield  to  authority,  he  is 
dismissed  from  the  corps  and  is  subject  to  the  disap- 
proval of  his  comrades."  We  have,  also,  the  sugges- 
tion that  "systems  are  of  less  importance  than  the 
officer  administering  them,"  and  that  military  disci- 
pline is  better  than  the  usual  system,  only  if  "em- 
ployed with  judgment  and  discretion." 

FOR  AN  ORDINARY  SCHOOL  IS  MILITARY  TRAINING  BETTER 
THAN  A  SYSTEM  WHICH  TRIES  TO  TRAIN  ITS  STU- 
DENTS TO  ACT  WITH  REASON  AS  A  BASIS  RATHER 
THAN  IMPLICIT  OBEDIENCE? 

"Why  is  it  necessary  to  put  the  question  on  that 
basis?"  was  asked  in  more  than  one  answer  to  this 
item  in  the  questionnaire.  And  since  the  origin  of  the 
questionnaire  has  already  been  explained,  it  will  be  un- 
derstood that  I  do  not  necessarily  agree  with  the  impli- 
cation that  reason  and  military  discipline  are  incom- 
patible. 


ARMS  AND  THE  BOY  121 


As  a  matter  of  fact,  this  question  got  a  "rise"  from 
advocates  of  military  training  that  no  question  of  my 
own  making  would  ever  have  produced,  and  it  was 
with  this  anticipation  that  I  let  the  question  go  out  in 
its  present  form.  . 

Even  the  scriptures  were  invoked  by  the  phrasing  of 
this  question.  "Better  see  Galatians  IV,  first  verse. 
Later  on  the  boy  will  learn  the  *why'  of  it  as  he  does 
of  other  things." 

"It  combines  very  happily  prompt  obedience  with 
reason."  "When  there  has  been  an  abuse  of  authority, 
proper  recourse  always  exists."  "I  do  not  understand 
that  the  cadet  system  eliminates  in  any  way  the  ac- 
tion of  reason  in  discipline,"  and  many  similar  answers 
leave  little  doubt  as  to  the  opinion  of  those  who  have 
actual  experience  with  military  training  in  schools. 

A  Noted  Educator's  Objection. — A  very  noted  educa- 
tor, however,  Ex-president  Eliot  of  Harvard,  has  been 
quoted  as  objecting  to  military  training  on  the  ground 
that  impUcit  obedience  is  the  worst  habit  a  boy  can 
acquire  after  he  ceases  to  be  an  infant.  The  boy  in 
the  military  school  must  do  as  he  is  told  with  no 
"back  talk,"  but  this  does  not  necessarily  mean  that 
he  will  acquire  the  wooden  or  boy-on-the-burning-deck 
type  of  obedience  that  Doctor  Eliot  very  evidently  has 
in  mind.  This  is  not  the  sort  of  obedience  that  the 
soldier  or  the  properly  trained  cadet  is  expected  to  ren- 
der. The  regular  officer  will  testify  to  the  fact  that  the 
greatest  nuisance  in  the  army  is  the  soldier  who  does 
exactly  what  he  is  told  without  using  any  discretion. 


122  ARMS  AND  THE  BOY 

Emphasis  on  Initiative. — If  a  cadet  is  given  an  order, 
the  emphasis  is  placed  on  what  he  is  to  do  and  not  how 
he  is  to  do  it.  As  the  boy  himself  would  put  it,  he  is 
expected  to  "use  his  bean."  And  furthermore,  when 
he  is  spoken  to  he  will  answer,  "Yes,  sir,"  and  not 
'"What?"  or  "Huh?"  and  if  he  is  given  a  thing  to  do, 
he  will  do  it  if  it  is  at  all  possible,  and  he  will  not  ask 
useless  questions  or  bring  back  futile  excuses. 

The  properly  instructed  cadet,  like  the  soldier,  is 
expected  to  modify  or  even  to  disregard  an  order  if  the 
assumption  under  which  it  was  given  ceases  to  hold 
good. 

Blind  Unthinking  Obedience. — Doctor  Eliot  properly 
condemns  blind  unthinking  obedience,  but  he  is  in 
error  if  he  attributes  this  sort  of  obedience  to  the  mod- 
ern soldier.  Such  may  have  been  the  type  of  obedi- 
ence in  the  time  of  Frederick  the  Great,  when  men 
fought  shoulder  to  shoulder  and  rank  on  rank,  and  all 
that  was  needed  was  a  perfect  machine.  But  ever 
since  the  Indians  taught  our  frontiersmen  to  scatter 
and  fight  from  behind  trees,  more  and  more  has  em- 
phasis been  placed  on  developing  the  initiative  of  the 
individual  soldier. 

Obedience  as  the  Basis  of  Team  Work. — Team  work 
was  never  secured  by  a  coach  whose  word  was  not  law. 
Instinctive,  automatic  compliance  with  certain  general 
principles  does  not  hamper  the  player  on  a  team  or  the 
soldier  in  a  company.  On  the  contrary,  it  leaves 
either  one  freer  to  "use  his  head"  in  the  tight  place. 


ARMS  AND  THE  BOY  123 

The  soldier  must  do  his  part  as  a  cog  in  the  whole 
machine,  and  he  must  do  his  part  as  an  individual. 

Distinction  Between  Leadership  and  "Drivership." — 
Undoubtedly,  individual  initiative  has  been  crushed  by 
military  training  that  has  been  misappHed  in  some 
school,  but  that  it  no  fault  of  the  system.  What 
Lieutenant  Edgar  Z.  Steever  characterizes  as  the  "rock 
crusher,"  close  order  system  of  drills  may  be  overdone, 
but  that  is  no  argument  against  military  training 
intelligently  applied.  This  is  evidenced  by  the  success 
of  laeutenant  Steever's  now  famous  experiment  with 
the  Wyoming  schools. 

In  his  work  with  these  Wyoming  boys,  Lieutenant 
Steever  made  an  emphatic  distinction  between  leader- 
ship and  "drivership."  He  encouraged  team  work 
by  "doping  out"  new  departures  in  conferences  with 
the  boys,  in  order  that  the  smallest  cadet  should  un- 
derstand the  "why." 

Neither  Reason  nor  Implicit  Obedience  Successful 
Alone. — To  this  question,  of  which  is  best  for  the  ordi- 
nary school,  military  training  or  a  system  that 'tries  to 
train  its  students  to  act  with  reason  as  a  basis,  other 
interesting  replies  were  received.  "Neither  (reason 
nor  implicit  obedience)  is  successful  alone.  Military 
training  develops  initiative  in  the  boy  if  he  has  it.  If 
he  does  not,  no  training  in  the  world  will  engender  it." 
"All  military  training  ought  to  be  conducted  with  rea- 
son as  a  basis."  Others  think  that  the  military  system 
is  not  the  best  system  for  the  "ordinary  school"  or  the 


124  ARMS  AND  THE  BOY 

school  that  "is  supposed  to  be  military  but  is  so  only 
in  name." 

DOES  MILITARY  DISCIPLINE  PRODUCE  THE  FEELING  OF  RE- 
STRICTION AMONG  CADETS  AND  CAUSE  THEM  TO 
BREAK  VIOLENTLY  AWAY  FROM  RESTRAINT 
WHEN  OUT  OF  ITS  CONTROL? 

One  of  the  most  successful  schools  answers  succinct- 
ly, "That  has  not  been  our  experience."  Again :  "We 
have  had  no  such  breaks."  Wyoming  under  the  Steever 
system  believes  that  "the  whole  system  of  military 
drill  and  instruction  tends  to  train  the  boy  in  self- 
control  under  all  conditions."  Others  qualify  their 
answers:  "In  extreme  cases,  yes,  there  is  a  tendency 
to  break  away  when  the  pressure  is  relieved."  "It  has 
that  tendency  somewhat,"  says  one,  "but  if  a  certain 
reasonable  amount  of  liberty  is  granted  no  reaction 
is  likely  to  occur,"  says  another ;  and  the  same  opinion 
is  echoed  in  the  statement:  "There  is  no  reaction  if 
discipline  is  wisely  administered." 

IS  IT  TRUE  THAT  MILITARY  TRAINED  MEN  DO  NOT  READILY 

SUBMIT  TO  LESS   VIGOROUS   CONTROL  AND   THAT 

THEY  POORLY  OBEY  CIVIL  LAW.? 

Again  we  have  a  question  that  would  not  seem  to 
emanate  from  one  biased  in  favor  of  military  training. 
Among  the  answers  were:  "A  well  trained  man  be- 
comes disgusted  rather  quickly  with  loose  government 
of  any  kind..  Military  training  fosters  a  respect  for 
law  and  the  rights  of  others  that  a  civilian  school  does 


3  ^rcma^. 


Rifle  Practise — New  York  Military  Academy 


(Photo    by   Wilfred    Smith    Studio) 

Champion  Rifle  Team — New  Mexico  Military  Academy 


ARMS  AND  THE  BOY  125 

not/*  ''Military  men  are  taught  to  respect  all  au- 
thority." 

The  foregoing  may  be  mere  opinions,  but  they  come 
from  men  who  have  had  experience.  Personally,  I  have 
cruised  across  the  ocean  with  sailors  of  our  Atlantic 
fleet,  have  seen  them,  day  after  day  under  strict  dis- 
cipline aboard  ship,  and  then  have  seen  them  ashore 
in  a  foreign  port  with  the  restraint  suddenly  lifted, 
and  deporting  themselves,  with  few  exceptions,  in  a 
manner  that  the  average  crowd  of  college  boys  or  even 
high-school  students  off  on  a  trip  would  do  well  to 
emulate. 

I  am  quite  aware  that  this  is  entirely  contrary  to 
that  popular  misconception  that  has  manifested  itself, 
at  times,  in  the  custom  of  barring  men  in  uniform 
from  places  of  amusement  in  our  own  country,  and  I 
am  confident  that  for  this  impression,  except  in  un- 
usual cases,  the  present-day  regular  soldier  and  sailor 
wlio  has  had  real  discipline  is  not  responsible. 

I  believe  that  it  comes  from  poorly  disciplined  mili- 
tia companies  that  have  been  hastily  recruited  with 
more  or  less  untrained  men  for  a  trip  to  an  inaugura- 
tion or  an  exposition.  Nor  would  I  wish  to  leave  the 
impression  that  such  conduct  is  at  this  time  common 
even  to  the  militia,  for  I  believe  under  present  condi- 
tions it  is  fast  disappearing. 

There  are  more  emphatic  "No's"  to  this  question 
of  military  men  poorly  obeying  civil  law  than  to  any 
other.  The  administration  of  cities  in  Cuba  and  in  the 
Philippines  by  military  men  would  prove  a  splendid 


126  ARMS  AND  THE  BOY 

example  for  some  of  our  graft-ridden  municipalities 
under  civilians,  who,  as  a  class,  this  question  seems  to 
imply  are  more  responsive  to  civil  law. 

DOES  IT  PRODUCE  THE  FORM  WITHOUT  DEVELOPING  THE 
SPIRIT  OF  OBEDIENCE? 

"No;  yet  I  think  there  might  be  some  danger  here. 
Results  depend  very  much  on  the  kind  of  men  in 
charge  of  military  instruction."  This  reference  to 
the  character  of  the  instructor  is  an  oft  repeated 
note  in  answers  to  the  questionnaire,  but  one  that 
it  is  well  to  impress  upon  any  school  seeking  to 
introduce  the  military  system.  It  occurs  again  in  the 
answer:  "The  spirit  of  obedience  is  developed  if  the 
instructor  has  a  vision  of  his  work."  "In  some  in- 
stances, yes,  but  that  occurs  in  the  usual  system." 
From  the  superintendent  of  a  Massachusetts  school, 
who  apparently  does  not  favor  military  instruction, 
though  his  school  gives  it,  we  have  the  reply  that  the 
question,  "Does  military  training  produce  the  form 
without  the  spirit  of  obedience  ?"  very  aptly  expresses 
the  condition.  The  explanation  of  an  opinion  so  di- 
vergent from  most  of  the  others  may  perhaps  be 
found  in  the  method  of  application  rather  than  in  the 
system  itself.* 

♦On  investigation,  I  find  that  this  school  requires  only  one 
drill  per  week  for  one  year,  an  amount  of  instruction  entirely 
too  limited  to  implant  firmly  in  the  boy  the  "spirit"  of  obedience 
or  anything  else  really  worth  while. 


CHAPTER  XIV 

THE     MILITARY     VALUE     OF     CADET     TRAINING     IN    THE 

SCHOOLS 

At  the  outbreak  of  the  Civil  War,  the  entire  corps 
of  the  Virginia  MiHtary  Institute  was  sent  to  Rich- 
mond, where,  although  they  were  mere  boys  in  their 
teens,  they  proved  to  be  most  effective  drill  masters, 
whipping  into  shape  something  like  twenty  thousand 
green  troops.  It  has  been  authoritatively  stated  that 
the  initial  successes  of  the  army  of  Virginia  were  due 
in  no  small  measure  to  the  discipline  and  drill  ham- 
mered into  so  many  of  its  rank  and  file  by  these  youth- 
ful drill  masters. 

ITiese  cadets,  however,  received  thorough  training 
under  a  system  closely  patterned  after  that  in  exist- 
ence at  West  Point.  Military  training  in  the  day 
school  could  not,  of  course,  be  made  quite  so  effective, 
but  nevertheless  it  is  capable  of  producing  some  re- 
sults of  real  military  value. 

In  determining  the  value  of  such  training  the  man- 
ner in  which  the  instruction  is  given,  is  of  quite  as 
much  importance  as  its  extent.  Much  of  the  close 
order  drill  to  which  many  of  the  high  schools  have 
largely  limited  their  work  in  the  past  is  in  a  sense  the 

127 


128  ARMS  AND  THE  BOY 

least  important  feature  of  the  soldier's  training  and 
the  one  that  requires  the  least  time  to  impart. 

Instruction  From  the  Military  Standpoint. — ^How- 
ever, we  should  not  discount  too  greatly  the  marchings 
and  manual  of  arms  in  the  close  order  drill.  They 
have  some  disciplinary  value  in  that  they  inculcate 
precision  and  alertness  and  accustom  the  boy  to  quick 
response  to  orders.  It  is  very  easy  to  overdo  them, 
however,  and  to  give  the  boy  the  unfortunate  impres- 
sion that  the  most  important  things  in  military  train- 
ing are  those  that  make  a  brave  showing  while  the 
band  is  playing. 

It  is  true,  especially  in  cities,  that  the  opportunities 
for  what  are  known  as  extended  order  drills  and  field 
problems  are  limited.  Nevertheless,  even  in  such 
cases,  with  a  little  enthusiasm  and  ingenuity  on  the 
part  of  the  instructor  some  of  the  more  interesting, 
and  at  the  same  time  more  valuable  things  in  the  sol- 
dier's training  can  be  given. 

An  outfit  of  shelter  tents  which  different  groups  oif 
cadets  could  alternate  in  using  for  week-end  hikes 
would  not  be  expensive,  and  would  furnish  the  oppor- 
tunity for  very  interesting  field  instruction. 

On  the  school  grounds  some  instruction  can  be  given 
in  bayonet  exercises,  target  designation,  fire  control, 
etc.  Map  problems,  also,  may  be  made  as  interesting 
as  any  game, 

A  Game  of  Troop  Leadership. — ^In  Washington  not 
long  ago  I  witnessed  Lieutenant  Steever  condu(jting 
One  of  these  map  problems  in  the  form  of  a  competi- 


ARMS  AND  THE  BOY  129 

tion  between  two  groups  from  rival  high  schools.  He 
did  it  so  effectively  that  for  the  time  being  contours 
on  the  map  became  real  hills  or  valleys  to  these  boys, 
parallel  lines  became  real  roads,  and  little  strings  of 
beads  became  real  men. 

One  group,  advancing  over  the  map  by  means  of  a 
scale  showing  how  far  troops  might  march  in  a  cer- 
tain number  of  minutes  or  hours,  beat  the  other  group 
to  a  little  square  convention  at  a  cross  roads,  which 
for  the  time  had  become  the  barn  of  a  man  named 
Eclcinrode.  Eckinrode's  cattle  were  much  needed  as 
food  on  both  sides,  and  their  capture  was  the  mis- 
sion of  both  groups  in  the  competition. 

Turning  to  one  of  his  men  the  leader  of  the  group 
first  to  arrive  said,  "Corporal  White,  get  those  cattle 
and  drive  them  back  to  our  company  as  quickly  as 
pojjsible."  Corporal  White's  imagination  for  the  mo- 
ment failed  him,  and  the  bam  became  a  mere  square 
mark  on  the  paper,  and  the  cattle  could  not  be  visual- 
ized. 

Steever  came  to  the  rescue.  In  a  gruff  voice  he  said, 
"I  am  Eckinrode.  What  do  you  want  here?"  Again 
the  situation  became  real.  "I  want  your  cattle,"  the 
boy  said.  "Well,  they  are  not  here  any  more,"  said 
Eckinrode,  alias  Steever.  "They  were  driven  away  two 
days  ago." 

That  settled  it  as  far  as  Corporal  White  was  con- 
cerned, but  a  member  of  his  party  excitedly  whispered, 
"Don't  you  believe  him!"  which  was  good  advice,  but 
the  delay  occasioned  by  the  palaver  with  Eckinrode, 


130  ARMS  AND  THE  BOY 

which  had  also  included  some  unnecessary  questions 
about  whether  he  "was  friendly  to  our  side,"  etc.,  was 
fatal. 

The  other  side  had,  by  this  time,  arrived,  and  Cor- 
poral White  attempted  to  drive  his  cattle  away  under 
fire,  which  proved  disastrous.  However,  Corporal 
White  and  the  others  learned  something  of  a  much 
more  practical  military  value  from  the  soldier's  stand- 
point, not  only  about  contours  and  scales,  but  using 
their  heads,  than  could  ever  be  obtained  from  merely 
executing  "right  shoulder  arms"  and  "squads  right" 
a  certain  number  of  times  per  week. 

Rifle  Practise. — Even  v/here  a  rifle  range  is  not 
Available,  it  should  not  be  difficult  to  find  space  for  a 
shooting  gallery.  This  practise  can  be  made  very  in- 
teresting to  the  students  and  is,  of  course,  valuable 
from  a  military  standpoint.  If  a  gallery  is  not  avail- 
able, a  sub-target  gun  machine  gives  much  of  the  in- 
terest and  practical  instruction  of  the  gallery  without 
using  bullets.  Aim  is  taken  at  a  target,  the  trigger  is 
pulled,  and  the  point  on  the  large  target  that  would 
have  been  hit  by  the  bullet  is  marked  on  a  miniature 
target  by  a  needle-point  at  the  end  of  a  rod  connected 
with  the  firing  mechanism  of  the  rifle. 

One  of  these  machines  installed  in  a  hall  of  the  bar- 
rrack  at  Culver  has  been  a  constant  source  of  interest 
to  the  cadets  during  recreation.  The  New  York  Ath- 
letic League,  under  the  direction  of  General  Wingate, 
has  about  ^ve  thousand  boys  engaged  in  target  prac- 
tise annually. 


ARMS  AND  THE  BOY  131 

Modified  Target  Practise.— Even  where  an  expen- 
sively equipped  range  with  disappearing  targets  and 
pits  for  markers  is  not  available,  easel  targets  or  sil- 
houette figures  may  be  utilized.  Short  range  ammu- 
nition may  be  used  if  a  safe  backstop  is  not  at  hand. 
Steever  has  used  easel  targets  and  silhouette  figures 
with  satisfactory  results  in  his  work  in  Wyoming.  The 
cadets  fire  their  entire  string  of  shots,  each  at  his 
own  target,  bolts  are  then  removed  from  the  rifle  so 
that  accidental  discharge  is  impossible,  and  the  cadets 
then  go  forward  to  examine  their  targets  and  de- 
termine their  scores. 

I'or  Boys  Under  Eighteen. — Objection  has  been 
raised  to  giving  military  training  to  boys  under  eigh- 
teen. But  "why  should  the  age  be  set  beyond  a  time 
when  the  body  responds  most  flexibly  and  habit  be- 
comes fixed  in  a  way  to  be  most  easily  resumed"? 
Every  one  has  noted  the  difference  between  the  aver- 
ag<5  boy  and  the  average  man  in  learning  to  play  a 
game  like  tennis.  The  man  may  comprehend  the 
theory  more  quickly,  but  the  boy  senses  the  practise 
in  his  muscles  and  is  out  of  the  duffer  class  before  the 
man  is  fairly  in  it. 

The  same  thing  will  obtain  in  military  instruction. 
I  know  this  to  be  a  fact.  I  have  worked  side  by  side 
with  mature  men  in  one  of  the  government  camps  and 
I  have  observed  high-school  boys  undergoing  the  same 
sort  of  instruction  in  a  camp  at  Culver  in  the  spring 
of  1915.  Boys  will  learn  in  weeks  what  it  will  require 
months  to  hammer  into  the  grown  man. 


132  ARMS  AND  THE  BOY 

Discipline  and  Appeal. — In  some  of  the  summer 
camps  where  high-school  boys  have  been  thrown  with 
more  mature  college  men,  the  high-school  boy  has  not 
shown  up  so  favorably  as  the  above  statement  would 
indicate. 

But  the  trouble  is  that  boys  of  this  age  need  a  differ- 
ent and  stricter  type  of  discipline  than  has  been  main- 
tained in  the  camps  for  older  men,  and  a  different  sort 
of  appeal.  Put  them  in  camps  especially  organized 
by  men  who  understand  the  psychology  of  the  seven- 
teen to  eighteen-year-old  boy,  and  who  know  their 
business  as  instructors,  and  there  will  be  little  ques- 
tion as  to  which  learns  the  more  rapidly,  the  boy  or 
the  man. 

Zest  and  Imagination. — There  is  a  difference  be- 
tween the  zest  and  imagination  of  the  fresh  enthusias- 
,tic  youngster  of  sixteen  or  seventeen  and  that  of  the 
world-weary  business  man  or  sophisticated  college 
^senior.  Under  instruction  the  thing  is  real  to  the  boy, 
the  enemy  really  lurking  in  the  shadows  out  beyond 
his  outpost,  the  safety  of  his  command  really  de- 
pends on  his  acuteness  of  vision,  on  the  accuracy  of 
his  observation,  on  his  fieetness  of  foot  as  he  speeds 
back  with  a  message,  on  his  careful  observance  of 
cover  as  he  crawls  on  his  belly  through  ditch  or  brush. 
He  gets  the  spirit  of  the  thing  also,  and  it  stays  with 
him. 

'  Greater  Adaptability. — The  recognition  of  authority, 
the  spirit  of  strict  and  immediate  compliance  "with 
legitimate  orders,  the  sense  of  responsibility,  the  ideals 


I 


ARMS  AND  THE  BOY  133 

of  duty  and  loyalty,  are  all  things  with  which  youth 
may  be  readily  inoculated  and  to  which  adult  life  is 
much  more  immune. 

In  a  squad  of  business  men  at  a  training  camp,  in- 
stead of  one  corporal  and  seven  privates  as  the  regu- 
lations call  for,  there  are  apt  to  be  eight  corporals, 
seven  of  them  telling  the  real  corporal  what  to  do. 
They  will  get  over  that  to  a  certain  extent  in  time,  but 
the  boy  learns  much  more  quickly  that  one  corporal 
to  the  squad  is  enough. 

Physical  Endurance. — Boys  have  not  the  physical 
endurance  at  seventeen  or  eighteen  that  mature  men 
have.  They  can  not  stand  the  gaff  and  they  should 
not  be  subjected  to  the  same  strain,  but  they  do  have 
greater  flexibility  and  adaptability  and  learn  more 
rai)idly,  as  any  fair  test  will  show.  According  to 
Major  General  William  H.  Carter,  United  States 
Army,  there  were  over  a  million  boys  of  eighteen 
years  of  age  or  under  in  the  Union  army  during  the 
Civil  War,  and  three-fourths  of  the  men  in  the  entire 
army  were  not  over  twenty-two  years  of  age.  Our 
present  minimum  age  for  enlistment  is  eighteen,  and 
while  no  future  war  will  probably  enlist  so  many  young 
boys  unless  in  dire  extremity,  the  numbers  between 
eighteen  and  twenty  that  volunteer  will  be  very  great, 
whether  or  not  they  have  had  previous  training.  Some 
military  training,  properly  given  during  the  high- 
school  period,  would  enable  the  young  men  to  be 
whipped  into  shape  much  more  rapidly  than  raw 
troops,  and  would  doubtless  prevent  much  needless 


134  ARMS  AND  THE  BOY 

sacrifice  of  human  life.  The  only  thing  is,  that  such 
training  should  be  provided  for  all  and  not  merely  for 
those  who  enroll  in  the  high  schools. 

General  Wood's  Estimate. — General  Leonard  Wood, 
a  close  student  of  military  training  in  the  schools  and 
colleges,  in  speaking  of  the  training  of  boys  in  the 
Wyoming  high  schools,  says:  "Give  these  Steever 
cadets  three  months  in  a  training  camp  for  the  pur- 
pose of  coordinating  what  they  have  learned  and  fa- 
miliarizing them  with  the  work  in  the  mass,  and  you 
will  have  as  fine  and  effective  a  body  of  troops  as  ever 
took  arms  in  defense  of  the  country.  The  high-school 
training  gives  the  bo3''s  the  sound  physical  base  that 
is  the  first  essential  to  any  rational  plan  of  national 
preparedness.  It  teaches  the  important  lessons  of  ab- 
stinence and  self-mastery,  and  forms  the  invaluable 
habits  of  discipline  and  cooperative  effort.  Above  all 
it  grounds  them  in  the  fundamentals  of  military  sci- 
ence and  training,  lifting  them  high  above  the  raw 
volunteers  who  are  the  despair  of  officers  in  a  crisis." 

Other  Views. — The  superintendent  of  the  Canon 
^City,  Colorado,  High  Schools,  has  noted  that  his  high- 
school  boys  who  joined  the  local  militia  company  were 
able  to  take  hold  of  the  work  quickly  and  intelligently, 
and  were  good  material  for  non-commissioned  officers. 
Wyoming  is  very  confident  that  training  in  the  schools 
is  good  preparation  for  the  military  service.  Other 
answers  to  this  question  are:  That  "it  lessens  the 
time  to  prepare  men  for  military  training"  and  "gives  '^ 
boys  an  intelligent  interest  in  and  respect  for  the  mill- 

/ 


_  o 


'^0&^ 


Cadet  Regiments  of  the  University  of  Illinois 
Over  two  thousand  students  enrolled  in  its  corps  of  cadets 


International  Rifle  Practise  Trophy 
Held  by  New  Mexico  Military  Academy,  191 5 


ARMS  AND  THE  BOY  135 

tarj^  service.  It  should  take  care  of  the  discipline  end 
n  combined  with  an  intensive  field  training  of  proper 
:  coi)e  properly  applied."  "It  should  be  possible  to  in- 
culcate a  higher  conception  of  discipline  than  is  possi- 
ble in  National  Guard  organizations,  where  men  are 
under  the  influence  of  discipline  only  for  brief  occa- 
sional drills."  Only  a  few  express  themselves  as 
believing  that  such  training  in  the  high  schools  would 
be  of  doubtful  value  as  a  preparation  for  military 
serv^ice. 

DO   RECORDS   SHOW   THAT   STUDENTS    SO   TRAINED    JOIN 
THE  MILITIA.^ 

Answers  to  this  question  vary  considerably  with 
difl'erent  schools.  In  many  cases  a  lack  of  interest  in 
the  militia  is  undoubtedly  due  to  the  fact  that  the 
cac.et  regards  the  militia  training  as  being  a  less  thor- 
ouijh  repetition  of  what  he  has  already  received.  This, 
of  course,  is  by  no  means  always  the  case,  though  un- 
doubtedly a  number  of  militia  companies  under  our 
prcisent  system  give  grounds  for  this  feeling.  There 
is  as  wide  divergence  in  esprit  and  efficiency  of  differ- 
ent military  organizations  as  there  is  in  the  schools. 

In  cases  where  militia  officers  are  instructors  in  the 
th(3  high-school  battalion,  interest  will  naturally  be 
much  keener.  A  good  deal  will  depend  upon  whether 
any  active  attempt  has  been  made  to  interest  high- 
scliool  cadets  in  the  militia,  and  whether  the  esprit  and 
efficiency  of  the  local  militia  are  such  as  to  attract  the 
cadet  who  has  had  some  military  training. 


136  ARMS  AND  THE  BOY 

Salt  Lake  City  has  record  of  one  hundred  and  fifty 
high-school  students  who  have  joined  the  militia.  If 
the  militia  is  federalized,  and  its  training  throughly 
standardized,  it  would  probably  attract  a  great  many 
high-school  graduates  who  are  now  indifferent  to  it. 

High-School  Companies  as  Units  of  the  Militia. — In 
Oregon  several  high-school  organizations  are  regularly 
enlisted  as  parts  of  the  organized  militia  of  the  United 
States.  The  following  is  from  the  adjutant  general  of 
Oregon:  "Two  high-school  units  have  been  formed  in 
Portland  of  boys  eighteen  years  of  age  or  over.  They 
attend  one  drill  each  week,  which  occupies  a  period  of 
ninety  minutes.  They  are  required  to  engage  in  tar- 
get practise  and  camps  of  instruction  and  to  perform 
other  duties  required  of  the  enlisted  members  of  the 
National  Guard. 

"One  unit  composed  of  boys  from  the  Washington 
High  School  of  Portland  is  enlisted  in  the  Naval  Mili- 
tia and  another  unit  composed  of  boys  from  the  Jeffer- 
son High  School  makes  up  the  machine  gun  company  of 
the  Third  Infantry,  0.  N.  G. 

"I  might  add  that  they  make  excellent  citizen  sol- 
diers, are  diligent  in  attending  drills  and  learn  very 
rapidly.  The  plan  is  still  in  a  formative  state,  but 
gives  promise  of  extension  in  the  future." 

Coordination  of  High-School  Training  With  National 
Guard. — ^In  California,  the  military  training  in  the  high 
schools  is  under  the  general  control  of  the  adjutant 
general  of  the  state.  Cadet  officers  in  the  various 
pchools  are  appointed  and  commissioned  by  the  ad- 


ARMS  AND  THE  BOY  137 


jutant  general  on  the  recommendation  of  the  com- 
mandant of  cadets  of  the  school.  The  latter  is  com- 
missioned as  an  officer  of  the  National  Guard  by  the 
government.  The  uniform  of  the  cadets  is  also  simi- 
lar to  that  of  the  National  Guard,  except  that  the  col- 
lar and  cap  ornaments  are  of  distinctive  design,  and 
that  the  cadet  officers  wear  the  cadet  chevron  instead  of 
shoulder  straps.  In  this  way  the  work  of  the  high 
school  and  that  of  the  Guard  is  in  a  sense  coordinated. 
Closer  Relationship  With  Militia. — Brigadier  General 
A.  L.  Mills,  United  States  Army,  head  of  the  militia 
division  of  the  Army  War  College,  strongly  advocates 
a  (closer  relationship  between  the  schools  and  the 
Guard.  He  believes  that  it  would  be  to  the  advantage 
of  the  Guard  to  sustain  and  direct  interest  in  military 
training  in  the  schools.*  The  two  great  difficulties 
wh  Lch  militate  against  efficiency  in  the  Guard  are  those 
of  I'ecruitment  and  attendance  at  drills.  Slack  recruit- 
ment is  largely  due  to  lack  of  interest  or  misunder- 
standing of  military  affairs,  and  absenteeism  has  its 
source  in  lack  of  discipline.  Both  these  evils  would  be 
largely  cured  by  the  interest  aroused,  and  the  discip- 
line instilled,  by  instruction  in  the  earlier  and  more 
imi)ressionable  years  of  life.  It  is  too  much  to  expect 
of  the  limited  time  devoted  to  training  in  the  Guard 
that  it  should  be  able  to  counteract  the  habits  of  the 
whole  previous  experience  of  the  recruit,  and  instill 
that  discipline  and  respect  for  law  which  are  essential 

•♦From  an  address  delivered  by  General  Mills  at  the  Convention 
of   the  National  Guard  Association,  November  11,  1915. 


138  ARMS  AND  THE  BOY 

not  only  to  an  efficient  soldier  but  also  to  good  citizen- 
ship. 

Opposition  of  Labor  Unions.^— The  labor  unions  are 
naturally  antagonistic  to  any  relationship  between  the 
high-school  cadet  organizations  and  the  National 
Guard.  Wyoming  has  found  it  desirable  to  keep  them 
entirely  distinct.  And  in  large  cities  like  Chicagoi, 
there  would  be  undoubtedly  very  serious  opposition  to 
military  training  in  the  schools  if  it  were  coordinated 
^ith  the  militia. 

Newspaper  Quotations. — Manchester,  New  Hamp- 
shire,  American:  "In  case  of  war,  the  young  men  are 
going  to  fight,  no  matter  how  peaceably  inclined  they, 
their  fathers  and  mothers,  and  the  nation  at  large 
may  be,  so  long  as  there  is  a  chance  to  preserve  peace 
with  honor.  Once  the  call  to  arms  is  sounded,  the  boys 
will  respond.  Training  the  coming  youth  is  not  only 
national  insurance  against  the  evils  of  unpreparedness, 
but  it  is  also  insurance  against  the  needless  sacrificing 
of  the  boys  themselves."  ) 

Pittsburgh  Leader:  "To  deprive  boys  of  effective 
physical  training,  including  military  drill,  lest  they 
become  militaristic,  is  as  silly  as  to  refuse  to  train 
boys  to  become  expert  machinists  and  electricians  lest 
they  grow  up  to  become  safe  crackers." 


CHAPTER  XV 

EXTENT  TO  WHICH  MILITARY  TRAINING  SHOULD  BE  USED 
IN  THE  HIGH  SCHOOL 

Can  the  military  feature,  it  is  often  asked,  be  used 
successfully  as  a  part  of  a  dual  system  ?  In  general  this 
dual  system  appears  to  be  in  effect  in  the  high  schools 
with  satisfactory  results.  There  should,  however,  be 
certain  rules  of  a  military  character  to  which  the  cadet 
should  conform  whenever  in  uniform,  whether  at  drill, 
about  the  school,  or  away  from  it. 

Such  rules  are  prescribed  in  the  regulations  for  the 
government  of  the  high-school  cadets  of  California,  and 
cover  the  question  of  bearing,  deportment  and  neat- 
ness. For  instance,  the  coat  must  be  worn  buttoned, 
hands  must  be  kept  out  of  pockets,  there  must  be  no 
smoking  while  in  uniform,  etc. 

Influence  of  Drill  on  Life  of  School. — ^It  should  be  re- 
membered that  the  longer  the  periods  during  which 
the  student  is  subject  to  the  influence  of  military  train- 
ing, the  more  lasting  will  be  its  effect.  It  certainly 
should  not  be  impracticable  to  require  the  observance 
of  military  courtesy  and  the  military  requirements  of 
prompt  and  unquestioning  obedience  in  the  periods  of 
the  school  day,  besides  the  drill  hour. 

Doubtless  where  the  instruction  is  real  and  business- 
like, and  the  instructor  is  capable  and  inspiring,  the 

139 


14Q  ARMS  AND  THE  BOY 

influences  of  the  drill  period  will  carry  over  into  the 
other  duties  of  the  day  without  definite  attempt  to 
make  them  do  so,  and  not  only  the  students  but  the 
civilian  teachers  will  respond  to  the  influence  of  the 
military  spirit  in  the  school. 

Effect  of  the  Uniform. — ^There  would  seem  to  be 
some  distinct  advantage  in  requiring  that  the  uni- 
form be  worn  at  all  times  in  school.  Our  public  schools 
are  supposed  to  be  essentially  democratic,  but  differ- 
ences of  dress  sometimes  emphasize  distinction  of 
wealth  and  social  position.  The  uniform  is  a  great 
leveler.  And  the  influence  of  wearing  the  uniform 
is  itself  of  disciplinary  value  to  the  boy. 

Other  Answers. — Some  of  the  answers  to  this  ques- 
tion of  the  advisability  of  the  dual  system  in  high 
school  are  as  follows: 

Bichmond,  Virginia,  states  that  they  get  excellent 
Results  when  military  discipline  is  enforced  only  during 
drill,  and  that  they  have  not  found  it  true  that  the 
other  system  seems  weak  or  the  military  system  irk- 
some where  the  two  are  used  together. 

Fort  Worth  feels  that  in  high  schools  it  is  the  dual 
system  that  can  be  used  successfully,  but  where  boys 
live  in  dormitories  it  is  better  to  have  the  military  sys- 
tem in  force  always;  that  the  boys  soon  adapt  them- 
selves to  dual  system  in  high  schools. 

Cafion  City,  Colorado,  states  that  the  dual  system 
works  with  them.  Boys  are  required  to  wear  their 
uniforms  in  school. 

One  answer  to  the  question,  "Will  the  regular  sys- 


ARMS  AND  THE  BOY  141 


tern  seem  weak  or  the  military  irksome  under  the' 
dual  system?"  is  that  American  boys  seem  reluctant 
to  accept  restraint.  'That  is  mainly  why  they  need 
it.    It  does  not  matter  so  much  what  they  think." 

Newcastle,  Wyoming,  seems  to  think  that  the  con- 
trast between  the  regular  system  in  the  class  room  and 
the  military  system  on  the  campus  is  desirable.  They 
feel  that  better  results  are  obtained  by  not  restraining 
boys  at  all  times. 

SHOULD  MILITARY  TRAINING  IN  THE  HIGH  SCHOOLS  BE 
COMPULSORY  FOR  ALL  STUDENTS.^. 

The  replies  to  this  question  indicate  a  considerable 
diA^sion  of  opinion.  In  Wyoming  where  the  competi- 
tive feature  and  the  game  element  have  been  greatly 
emphasized  in  the  course  of  instruction,  the  voluntary 
system  seems  to  have  worked  out  very  satisfactorily. 
Ai)parently  there  are  few  boys  who  are  physically  fit 
for  it  who  fail  to  elect  the  military  work. 

The  term  voluntary,  of  course,  does  not  mean  that 
the  boy  is  at  liberty  to  take  the  drill  when  he  pleases, 
going  to  it  to-day  and  staying  away  to-morrow.  Having 
taken  up  the  miHtary  course  he  must  continue  it  dili- 
gently and  regularly,  as  in  the  case  of  any  study.  The 
difficulty,  of  course,  with  a  voluntary  system  is  that  it 
may  miss  some  of  those  students  who  need  it  most. 

If  the  drill  is  given  out  of  school  hours,  that  is,  if 
those  who  elect  to  have  it  give  to  it  the  time  that 
other  students  have  free,  the  voluntary  system  is  not 
apt  to  prove  a  success.     Salt  Lake  City,  Utah,  has 


142  ARMS  AND  THE  BOY 

maintained  a  very  efficient  high-school  corps  under 
the  compulsory  plan.  Its  city  school  board  has  made 
this  training  compulsory  for  all  high-school  students, 
exemptions  being  granted  only  in  cases  of  physical 
disability  or  for  other  legitimate  causes. 

Excuses  on  Request  of  Parents.^-~Some  answer  that 
the  drill  should  be  semi-compulsory,  granting  excuses 
on  request  of  parents.  In  Washington,  D.  C,  although 
the  school  authorities  under  the  law  may  make  mili- 
tary training  compulsory  for  boys  who  are  physically 
fit,  they  have  never  done  so. 

The  boy,  on  entering  the  high  school,  is  given  a 
blank  form  of  enrollment,  giving  a  concise  statement 
of  what  will  be  expected  of  the  boy  who  enrolls  for: 
the  military  work. 

On  the  back  of  the  form  is  a  blank  that  the  parents 
may  fill  out  requesting  "excuse  from  cadet  service" 
and  stating  that  "after  carefully  considering  the  state- 
ment concerning  drill  in  the  Washington  High  Schools 
I  request  that  my  son  be  excused  drill  on  the  following 
ground." 

These  requests  are  uniformly  granted.  Notwith- 
standing this  fact,  there  are  a  little  over  two  thousand 
boys  in  the  military  work  in  the  Washington  High 
Schools. 

Excuses  Exempting  Those  Who  Need  Drill  the  Most. 
i— It  would  seem,  however,  that  such  a  plan  would  be 
undesirable  in  some  instances.  Excuses  from  parents 
would  not  always  be  prompted  by  deep-rooted  personal 
convictions  against  the  thing  in  question,  but  some- 


ARMS  AND  THE  BOY  143 

times  would  be  wheedled  out  of  them  by  spoiled  chil- 
dren who  most  of  all  should  have  the  discipline  of  such 
training.  Some  instructors  feel,  however,  that  they 
are  very  glad  to  have  that  type  of  boy  out  of  the 
organization.  They  do  not  feel  that  they  want  to  waste 
time  on  the  trifler,  but  had  rather  give  it  all  to 
the  boys  who  are  willing  and  anxious  to  leam. 

There  can  be  no  real  reason  for  exempting  any  physi- 
cally fit  boy,  if  the  drill  is  given  in  school  hours  and 
does  not  trench  on  time  he  needs  for  work,  as  might 
be  the  case  with  boys  handling  a  paper  route  or  other- 
wise employed  during  their  spare  time.  Unless  the 
school  can  be  assured  of  a  system  and  an  instructor 
that  would  arouse  so  much  interest  that  practically 
all  who  are  able  would  elect  the  work,  or  unless  the 
same  result  could  be  accomplished  by  credit  allowed 
for*  the  military  training,  it  would  seem  better  to  put 
the  military  instruction  in  the  high  schools  on  a  basis 
that  would  require  it  uniformly  of  all  students. 

]Do  Students  Like  Military  Training? — This  depends 
altogether  on  the  manner  of  giving  the  instruction. 
Where  it  is  given  in  a  perfunctory  manner,  or  where 
there  is  a  monotonous  repetition  of  the  mechanical  fea- 
tures of  drill,  students  soon  grow  to  dislike  it.  This 
point  of  view  is  echoed  in  such  answers  as:  "Yes,  if 
properly  managed";  "Depends  on  the  way  it  is  pre- 
sented to  them."  Omaha  says :  "It  is  the  most  popular 
thing  in  the  school." 

Other  answers  that  are  not  so  enthusiastic  are: 
"Some  do  and  some  do  not" ;  "Young  boys  and  officers 


144  ARMS  AND  THE  BOY 

do."  Dallas  feels  that  the  allowance  of  credit  for 
seniors  and  one-half  credit  for  juniors  has  helped  to 
!make  military  drill  popular  with  the  students. 

The  principal  of  the  Converse  County  High  School 
of  Wyoming  says :  "The  spirit  is  such  that  ninety  per 
cent,  of  the  boys  are  eager  to  take  the  work.  It  has 
worked  into  our  system  without  a  jar  and  has  added  to, 
rather  than  detracted  from,  the  excellence  of  school 
work.  The  drill  and  manual  of  arms  make  it  easy  to 
organize  the  boys  into  any  new  plan  or  project  because 
they  are  trained  to  work  together  in  squads." 

AT  WHAT  TIME  OF  DAY  IS  MILITARY  INSTRUCTION  BEST 
GIVEN  1    IN  SCHOOL  HOURS  OR  OUT  OF  SCHOOL  HOURS  ? 

The  greater  number  of  high  schools  that  have  given 
military  drill  agree  that  it  should  be  given  within 
school  hours.     . 

One  school  reports  that  boys  having  remunerative 
work  in  the  afternoon  are  given  drill  during  school 
hours,  others  after  school. 

Wyoming  considers  that  the  results  are  not  so  good 
if  "drill  is  considered  work  in  addition  to  school  work." 

Drill  Before  School. — Caiion  City  High  School,  Colo- 
rado, gives  military  instruction  twice  a  week  from  eight 
to  eight  forty-five  A.  M.  School  begins  at  nine  o'clock. 
They  have  no  trouble  in  securing  attendance,  and  think 
the  mornings  are  better  than  the  afternoons  because  so 
many  boys  work  after  school. 

This  plan  may  be  a  good  one  for  some  schools  that 
seem  to  anticipate  great  difficulty  in  adjusting  their 


ARMS  AND  THE  BOY  145 

present  schedules  to  include  drill  without  trenching  on 
the  time  for  other  things  that  are  considered  im- 
portant. I  have  recently  heard  such  a  discussion  in 
Chicago,  where  the  physical  directprs  were  especially 
concerned  lest  the  time  devoted/to  purely  physical 
training  be  taken  away  for  miUtary  instruction. 

Some  parents  might  not  loojc  with  favor  on  a  break- 
fast hour  that  would  get  the  boy  to  school  at  eight 
o'clock,  but  certainly  it  would  do  the  boy  no  harm. 

Afternoon  Drill. — Salt  Lake  City  requires  drill  three 
timciS  per  week  after  school  hours.  However,  special 
instruction  for  non-commissioned  officers  is  given 
twice  per  week  during  school  hours. 

Another  school,  while  giving  the  actual  drill  out  of 
school  hours,  finds  time  within  the  regular  academic 
schedule  to  give  instruction  in  hygiene,  first  aid,  and 
in  other  subjects  which  lend  themselves  to  the  lecturei 
method. 

Target  practise  is  usually  given  on  Saturdays  or  at 
other  times  out  of  school  hours. 

At  Culver,  drill  is  given  in  the  afternoon  after  the 
academic  day  is  finished.  One  hour  and  a  quarter  is 
given  to  drill  and  an  hour  and  a  half  to  recreation. 

The  boy  in  the  day  school  would  probably  rebel 
against  much  curtailment  of  the  time  he  now  has 
to  himself  in  the  afternoon,  but  doubtless,  in  many 
cas<is,  it  would  be  better  spent  if  a  part  were  required 
for  drill. 

Time  Devoted  to  Drill. — The  time  devoted  to  drill  in 
the  high  schools  varies  from  forty  minutes  once  each 


146  ARMS  AND  THE  BOY 

week  for  one  year  to  as  much  as  one  hour  five  times 
each  week  for  four  years,  with  range  work  in  addition. 

Wyoming,  so  frequently  quoted  by  reason  of  the  pub- 
licity given  to  the  success  of  its  system  of  instruction, 
gives  two  periods  per  week  of  forty-five  minutes  each 
to  setting-up  exercises  and  drill.  This  is  the  amount 
of  time  that  those  who  elect  military  work  are  actually 
required  to  give  to  it. 

Extra  Drills. — ^In  realty  much  more  time  is  volun- 
tarily given  by  the  boys  out  of  their  recreation,  espe- 
cially when  preparing  for  some  special  competition  or 
tournament.  In  fact.  Lieutenant  Steever  has  told  me 
that  the  interest  of  the  boys  is  so  great  that  the  com- 
petitive units  frequently  get  together  for  as  many  as 
six  to  fifteen  drills  per  week. 

Target  practise  conducted  out  of  school  hours,  and 
hikes  and  games  in  troop  leadership  on  Saturdays  and 
other  holidays,  swell  considerably  the  sum  total  of  the 
time  devoted  to  military  instruction. 

When  boys  are  thus  occupied  out  of  school  hours, 
Ithey  are  profitably  occupied,  and  both  parents  and 
jteachers  should  welcome  this  appeal  to  their  interest. 

Drills  once  per  week  are  too  infrequent  to  produce 
results  of  any  great  value.  Three  times  per  week  of 
required  drills  would  probably  suffice,  if  interest  can 
be  aroused  to  the  extent  of  having  the  boys  give  spare 
time  for  some  of  the  more  interesting  and  competitive 
forms  of  instruction. 

At  What  Grade  Can  Military  Instruction  Advanta- 
geously Be  Given? — ^In  general,  those  who  have  had' 


ARMS  AND  THE  BOY  147 


experience  in  this  matter  agree  that  military  training 
should  not  be  given  to  boys  earlier  than  the  first  year 
in  high  school. 

It  has  been  the  experience  at  Culver  that  the  real 
spirit  of  military  training  passes  entirely  over  the 
younger  boys.  Their  sense  of  responsibility  is  too 
embiyonic.  They  require  a  different  sort  of  appeal. 
The  minimum  age  limit  for  this  reason  is  placed  at 
fourteen. 

Of  course,  an  arbitrary  age  limit  has  its  limitations. 
John  at  fourteen  may  be  less  responsive  to  an  appeal  to 
his  manliness  than  William  at  eleven.  Considerable 
judgment  must  be  exercised,  therefore,  even  with  a  set 
age  limit.  In  general,  the  fourteen-year  limit  has 
worked  well. 

Boys  who  enter  at  from  fourteen  to  seventeen  years 
of  age  adapt  themselves  much  more  readily  as  a  rule  to 
the  discipline  and  military  instruction  than  boys  of 
eighteen  and  nineteen. 

Tor  Younger  Boys. — Some  high  schools  have  limited 
military  training  to  the  junior  and  senior  years.  Some 
small  schools  have  taken  in  boys  from  the  seventh  and 
eighth  grades.  In  the  grades,  however,  some  scheme 
of  instruction  similar  to  the  Boy-Scout  system  could 
be  used  with  much  better  results. 

Culver  has  conducted  for  some  years,  during  the 
summer  season,  a  camp  for  boys  under  fourteen,  uti- 
lizing elements  of  the  Boy-Scout  training  coupled  with 
the  more  exacting  discipline  of  the  military  organiza- 
tion. 


148  ARMS  AND  THE  BOY 

Scout  work  has  suffered  in  some  quarters  for  want 
of  more  effective  discipline.  Failure  to  report  regularly 
for  instruction,  lack  of  tidiness,  and  an  absence  of  the 
prompt  obedience  required  in  a  military  organization 
have  in  my  opinion  mihtated  against  the  most  effective 
results  from  this  really  splendid  scheme  of  training 
boys. 

Whatever  form  of  training  is  adopted,  therefore, 
/  with  boys,  should  be  real  and  businesslike,  well  organ- 
ized and  inculcating  real  discipline. 

Some  form  of  discipline  and  physical  training  that 
enlists  the  boy's  interest  is  needed  in  the  grade  school, 
in  order  to  reach  some  of  the  many  boys  who  do  not 
enter  high  school.  Setting-up  drills,  scouting  and 
patrolling  exercises,  camping,  hikes  and  gallery  prac- 
tise with  light-weight  rifles,  all  lend  themselves  to  the 
instruction  of  younger  boys. 

Value  of  Camps. — Boys  who  have  had  camp  expe- 
rience are  apt  to  be  much  more  efficient  in  their  mili- 
tary work  during  the  school  year.  It  has  the  same 
sort  of  value  to  them  that  a  summer  with  a  surveying 
party  would  have  to  a  young  student  of  civil  engineer- 
ing. 

There  should  be  no  question,  however,  about  the 
camp  being  properly  organized  under  a  man  who  is 
thoroughly  experienced  in  camping.  Slackly  conducted 
camps  do  much  more  harm  than  good. 

Summer  camps  for  high-school  students,  if  properly 
conducted,  could  be  made  one  of  the  most  interesting 
and  valuable  features  of  the  military  course.    Things 


X 


> 


High-School  Students  Reporting  for  Duty  at  the  Culver  Camp 


High-School  Students  Receiving  Military  Training  at  Culver 


ARMS  AND  THE  BOY  149 

can  be  taught  in  camp  that  can  not  be  learned  in 
i^chool. 

In  camp  the  boy  lives  continuously  in  the  military 
atmosphere,  and  things  that  he  has  learned  more  or 
less  theoretically  on  the  drill  ground  and  in  the  class 
room  sink  in  and  fix  themselves  in  his  mind. 

A  very  important  thing  is  to  teach  the  boy  to  take 
care  of  himself  in  the  field.  He  can  not  learn  this  by 
reading  about  it;  he  must  actually  put  into  practise 
camp  hygiene  and  sanitation  before  he  will  be  able 
to  take  care  of  himself  or  others  properly. 

High  Schools  That  Have  Held  Camps.-— The  Omaha 
High  School  had  four  hundred  and  fifty  students  in 
camp  last  summer  for  six  days.  Each  cadet  paid  four 
dollars  and  fifty  cents  each  and  furnished  cot,  blanlcets 
and  mess  kit.  At  Fall  River,  Massachusetts,  the 
expense  of  a  camp  is  covered  by  a  fund  which  is  created 
each  year  for  that  purpose. 

Ill  general,  the  high  schools  have  not  conducted 
canrips,  but  many  are  planning  to  do  so  for  the  coming 
summer.  El  Paso,  Texas,  says  that  the  present  plan 
is  to  hold  a  camp  at  Fort  Bliss,  and,  if  satisfactory  to 
the  War  Department,  to  put  the  whole  battalion  in 
camp  for  a  full  month. 

Undoubtedly  by  the  continuous  intensive  training  in 
camps  much  can  be  accomplished  that  could  not  be 
achieved  during  the  school  year. 

A  brief  report  of  a  very  interesting  high-school  camp 
conducted  at  Culver  last  spring  is  given  in  the  Appen- 
dix, and  may  prove  suggestive  to  those  interested  in 
the  details  of  such  a  camp. 


CHAPTER  XVI 

THE  SECURING  OF  COMPETENT  INSTRUCTORS  OF  MILITARY 

DRILL,  AND  THE  SELECTION  AND  DUTIES 

OF  CADET  OFFICERS 

Too  much  emphasis  can  not  be  placed  in  getting  the 
right  sort  of  men  for  this  work ;  not  only  men  of  ade- 
quate experience  and  training,  but  men  who  have  a 
genius  for  imparting  instruction  to  boys. 

After  a  good  many  years  in  school  work,  I  say  with- 
out hesitation  that  the  post  of  commandant  of  cadets 
is  the  most  difficult  position  to  fill  satisfactorily  in  the 
whole  school. 

Necessary  Qualifications. — ^He  should  have  unbound- 
ed enthusiasm,  magnetism,  tact,  patience,  imagination 
and  ingenuity.  He  must  enjoy  working  with  boys  to 
the  extent  that  he  is  willing  to  give  it  most  of  his 
spare  time  and  count  it  recreation.  He  must  be  the 
sort  of  man  who,  though  uniformly  strict  and  scrupu- 
lously impartial,  is,  nevertheless,  able  to  see  things 
from  the  view-point  of  the  youngster.  He  must  be 
the  t3^e  who  is  liked  by  the  boys,  but  who  counts 
popularity  not  one  iota  when  it  comes  to  doing  his 
duty. 

150 


ARMS  AND  THE  BOY  151 


How  a  Competent  Instructor  May  Be  Obtained. — I 

would  rather  have  one  such  man  than  a  dozen  mediocre 
instructors.  He  will  train  his  own  assistant  from 
among  the  boys.  Such  men  are  not  easy  to  get.  Per- 
sonally, if  I  were  going  to  tackle  the  problem  of  getting 
military  instruction  successfully  inaugurated  in  a  high 
school,  I  would  find  out  from  some  army  friend,  the 
military  schools  in  the  country  that  are  really  doing  the 
most  thoroughgoing  military  work,  and  that  have  the 
best  spirit  and  ideals;  and  I  would  find  out  the  cadet 
officers  of  recent  graduating  classes  of  these  schools 
who  have  had  the  most  signal  success  in  commanding 
and  instructing  their  fellow  cadets. 

I  would  see  these  men,  personally  if  possible,  and 
I  would  employ  the  one  who  impressed  me  most  favor- 
ably. There  are  ninety-nine  chances  out  of  a  hundred 
or  even  better  that  he  ^vill  prove  a  winner. 

He  has  already  had  executive  experience,  and  he  has 
shoTvn  he  can  handle  boys  under  the  most  difficult 
condition,  that  is,  while  being  one  of  them  himself. 

Youngsters  are  tremendously  successful  in  training 
other  youngsters.  They  have  the  enthusiasm  and  the 
pep. 

I  became  commandant  of  cadets  at  Culver  just  after 
I  was  twenty-one.  There  were  several  cadets  in  the 
cori)S  older  than  I  was.  I  am  sure  that  I  did  some  of 
the  best  work  that  I  ever  did  in  those  first  years.  I  did 
not  have  the  broad  view  of  the  situation  that  I  have 
now,  and  I  made  a  good  many  mistakes;  but  I  had  a 
Btock  of  enthusiasm  that  I  could  never  have  brought 


152  ARMS  AND  THE  BOY 

to  the  work  if  I  had  taken  it  up  during  more  mature 
years. 

Possibility  of  Securing  Army  Officers.— Of  course, 
if  the  school  can  get  a  regular  army  officer  who  has  a 
gift  for  handling  boys  so  much  the  better,  but  regular 
/irmy  officers  are  not  easy  to  get.  The  War  Depart-  | 
ment  authorizes  the  detail  of  only  one  hundred,  and  in 
their  assignment  the  colleges  and  the  strictly  military 
schools  are  given  preference. 

Occasionally  a  retired  officer  can  be  secured  who  has 
been  placed  on  the  retired  list  for  some  disability  that 
might  interfere  wdth  prolonged  service  in  the  field  or 
in  the  tropics,  but  that  would  interfere  in  no  way  with 
his  performance  of  duty  with  high-school  cadets.  If 
such  a  man  can  be  secured  it  would,  in  general,  be 
necessary  to  pay  only  the  difference  between  his  active 
and  his  retired  pay,  a  difference  which  amounts  to  one- 
fourth  of  his  total  salary. 

There  are  sometimes  available  excellent  ex-non- 
commissioned officers  of  the  regular  army.  But  here 
also  it  should  be  remembered  that  a  man  may  be  a 
good  professional  soldier  and  yet  not  know  how  to 
handle  boys.  He  must  know  his  business,  but  in  addi- 
tion he  must  be  able  to  inspire  boys,  to  idealize  things 
to  them,  to  create  among  them  an  esprit  de  corps,  to 
command  their  enthusiasm,  respect  and  loyalty.  | 

Can   Civilian   Teachers    Qualify? — Perhaps   if   the^ 
school  can  not  obtain  a  man  already  specially  qualified, 
it  might  have  its  physical  director,  or  some  other 
teacher  who  has  the  interest  and  inclination  and  can 


APwMS  AND  THE  BOY  153 

spare  the  time  to  take  a  summer  course  at  one  of  the 
citizens'  training  camps,  study  some  books  like  Moss' 
Manual,  and  the  principles  of  a  system  like  that  in 
Wyoming,  and  then  try  his  hand  on  the  boys. 

As  a  rule,  however,  it  will  be  better  to  get  a  man  who 
has  had  some  years  of  thorough  training  and  discipline. 
Boys  quickly  detect  the  difference  between  a  man  who 
knows  every  inch  of  the  trail  over  which  he  is  going 
and  the  fellow  who  has  to  feel  his  way. 

There  is  a  certain  military  bearing  and  attitude  of 
mind  that  as  a  rule  can  be  obtained  only  from  some 
years  of  training  in  a  military  atmosphere.  And  it  is 
for  this  reason  that  I  recommend  a  thoroughly  trained 
man,  whether  officer  or  non-commissioned  officer  of  the 
army  or  graduate  of  a  high-grade  military  school. 

Instruction  That  Commands  Respect. — The  plan 
suggested  recently  in  one  of  our  large  cities  of  having 
the  physical  directors  take  a  few  military  drills  and 
then  conduct  the  course  of  military  training  in  the 
high  schools,  would  prove  a  flat  failure  in  practise. 
Instruction  that  could  be  given  under  such  conditions 
would  hold  neither  the  interest  nor  the  respect  of  the 
boy.  If  he  is  coached  in  football  he  wants  real  football, 
by  a  real  football  coach.  If  he  is  taught  military  drill, 
he  wants  real  military  drill,  given  by  a  man  who  has 
some  claim  to  being  a  soldier. 

Does  Military  Training  Produce  an  Exaggerated 
Sense  of  Importance? — The  cadet  officer  is  the  most 
important  factor  in  the  successful  application  of  mili- 
tarj'  training  to  the  school.    It  is  through  him  that 


154  ARMS  AND  THE  BOY 

the  ideals  of  the  instructor  must  be  imparted  to  the 
rank  and  file  of  the  cadets.  Much  depends  on  the  wis- 
dom and  care  used  in  his  selection. 

Whether  or  not  he  has  an  exaggerated  sense  of  his 
own  importance  depends  on  the  ideals  behind  him  and 
his  own  conception  of  his  job. 

Recently  a  cadet  captain  came  to  me  and   said, 

« ^ — .  (g^  j^e^  cadet  in  his  company)  was 

quite  sharply  reprimanded  before  the  company  for 
talking  in  chapel.  I  am  sure  the  officer  of  the  faculty 
who  reprimanded  him  made  a  mistake  in  the  man. 

is  one  of  the  best  new  cadets  in  my 

company;  he  has  tried  very  hard  and  feels  a  little 
discouraged  about  being  called  down  for  something 
he  did  not  do." 

The  officer  of  the  faculty,  on  finding  he  was  mistaken, 
was  very  glad,  of  course,  to  set  right  a  matter  which 
might  otherwise  have  had  an  injurious  effect  on  the 
spirit  of  a  boy  just  starting  out  on  his  course  as  a 
cadet. 

The  Cadet  Officer's  Sense  of  Responsibility. — ^The 
keen  interest  of  this  cadet  captain  in  his  men  and  his 
sense  of  responsibility  for  their  welfare  is  typical  of 
the  spirit  we  s^ek  to  inculcate  in  the  cadet  officer  at 
Culver. 

I  think  that  often  too  little  responsibility  is  delegated 
to  cadet  officers ;  they  are  mere  figureheads  of  author- 
ity, with  the  emphasis  on  the  trapping  and  chevrons, 
and  not  on  the  duties  and  responsibilities  of  an  ofiicer. 

To  this  question,  "Does  military  training  produce  in 


ARMS  AND  THE  BOY  155 

the  officers  an  exaggerated  sense  of  their  importance?" 
the  answers  in  general  are  **No." 

Selection  of  Cadet  Officers.— Several  different 
methods  of  selecting  cadets  officers  are  in  effect  in  the 
vanous  schools.  It  would  be  difficult  to  say  arbitrarily 
which  is  the  best. 

Local  conditions  and  the  manner  of  carrying  out  the 
instruction  would  be  a  necessary  factor  in  determining 
the  most  effective  method  of  making  appointments. 

Election  of  Cadet  Officers. — In  Wyoming,  where  the 
military  instruction  is  put  on  a  game  basis,  with  the 
element  of  competition  strongly  predominating,  Lieu- 
teiiant  Steever  has  found  it  desirable  to  have  cadet 
officers,  or  leaders  as  they  are  designated  there,  chosen 
by  a  vote  of  their  fellows. 

He  says  that  mistakes  are  made  in  the  beginning, 
that  leaders  are  sometimes  chosen  simply  because  they 
are  showy  or  popular  or  good  politicians. 

But  when  a  unit  fails  a  few  times  in  competition  by 
reason  of  the  poor  qualities  of  leadership  of  the  boy  in 
charge,  the  youngsters  who  elected  him  soon  discover 
their  mistake  and  the  natural  leader  of  the  group  gets 
the  job. 

Value  of  Elective  System. — Lieutenant  Steever  feels 
that  this  elective  system  is  valuable  from  the  stand- 
point of  citizenship,  since  it  drives  homo  through 
actual  experience  some  lessons  which  may  prove  of 
great  value  to  the  boys  in  mature  life,  teaching  them 
to  recognize  true  qualities  of  leadership,  and  to  take 
an  intelligent  and  effective  part  in  selecting  in  their 


156  ARMS  AND  THE  BOY 

various  communities  those  who  are  to  occupy  positions 
of  trust  and  responsibility. 

Selection  of  Cadet  Officers  by  Faculty. — Under  some 
conditions,  however,  the  elective  system  may  not  prove 
satisfactory  for  cadet  organizations.  Formerly  at  Cul- 
ver toward  the  close  of  the  school  year  the  military 
instructors  of  the  faculty  and  cadet  oflicers  in  the 
graduating  class  were  asked  to  recommend  to  the  su- 
perintendent cadets  for  appointment  as  officers  and 
non-commissioned  officers  for  the  following  year;  and 
appointments  were  made  entirely  on  this  basis. 

Appointment  on  Basis  of  Competitive  Examination 
and  Efficiency  Record. — ^This  did  not  prove  satisfactory, 
and  a  system  of  appointments  on  the  basis  of  a  com- 
petitive examination  was  inaugurated. 

This  competitive  examination  system  is  used  at 
present  in  many  high  schools.  It  was  not  found  satis- 
factory at  Culver,  however,  and  a  combination  system 
was  substituted  which  is  now  working  admirably. 

An  efficiency  record  of  each  cadet  is  carefully  kept 
throughout  the  year.  At  the  end  of  the  year  a  theo- 
retical and  practical  examination  on  the  drill  and  field 
service  regulations  is  given  and  the  grades  combined 
with  the  efficiency  grade  for  the  year. 

The  names  of  cadets  in  each  class  are  arranged  in 
the  order  of  these  combined  grades. 

If  twenty  captains  and  lieutenants  are  needed  the 
twenty  men  at  the  top  of  the  list  are  taken,  but  their 
relative  rank  is  determined  by  a  vote  of  the  military 
staff  of  the  faculty. 


ARMS  AND  THE  BOY  157 


By  this  plan  no  cadet  is  appointed  unless  his  grades 
are  high  enough  to  put  him  on  the  efficiency  list.  But 
his  relative  rank  and  the  position  he  is  most  quali- 
fied to  fill,  whether  captain  or  first  or  second  lieutenant, 
is  left  to  the  judgment  of  the  military  staff  of  the 
faculty. 

Sergeants  are  similarly  chosen  from  an  eligibihty  list 
determined  from  cadets  in  the  junior  class. 

Corporals  are  chosen  from  all  classes. 

A  cadet  may  be  removed  from  the  ehgibility  list  for 
cause  by  a  two-thirds  vote  of  the  military  staff. 

Ilie  qualifications  of  every  cadet  in  the  eligibility 
list  are  carefully  discussed  in  faculty  meeting  before 
voting  commences.    Voting  is  by  ballot. 

Recommendations  from  Graduating  Officers. — Cadet 
captains  and  other  cadet  officers  of  the  graduating  class 
are  freely  consulted  by  the  military  staff. 

The  opinion  of  these  cadet  officers  is  of  especial  value, 
because  they  have  opportunity  in  off-duty  hours  of 
seeing  a  side  of  the  cadets  under  discussion  that  may 
not  always  be  revealed  to  the  officers  of  the  faculty. 

On  the  other  hand,  the  faculty,  with  its  more  expe- 
rienced judgment,  is  able  to  see  latent  possibilities  in 
candidates  for  promotion  that  may  not  be  apparent  to 
the  cadet  officers. 

Qualities  to  Be  Considered. — First  and  foremost  the 
character  of  the  cadet  is  considered  in  appointing  a 
cadet  officer.  There  must  be  no  reasonable  doubt  as 
to  his  dependability  and  trustworthiness. 

If  the  boy  is  inclined  to  be  evasive,   to  lack  in 


158  ARMS  AND  THE  BOY 

straightforwardness,  or  if  he  is  a  chronic  grumbler 
or  knocker,  lacking  in  a  spirit  of  loyalty,  he  is  not 
suitable  material  for  promotion. 

Furthermore,  if  he  is  lacking  in  force  and  the 
ability  to  command  the  respect  of  the  other  boys,  there 
is  no  use  making  him  an  officer. 

If  the  cadet  is  already  a  corporal  or  sergeant  there 
is,  of  course,  abundant  opportunity  to  judge  of  his 
capacity  to  hold  a  position  of  greater  responsibility, 
but  with  the  private  there  is  less  opportunity  of  sizing 
him  up.  The  instructor  who  knows  his  business,  how- 
ever, will  find  opportunities  for  trying  out  men  in  the 
ranks,  giving  them  a  little  responsibility  now  and  then 
and  seeing  how  they  react  to  it. 

It  should  be  remembered  that  it  is  not  always  the 
showy  men  who  make  the  best  officers.  In  the  com- 
pany, as  on  the  football  team,  some  rather  unpromising 
looking  candidate  may  turn  out  to  be  a  star. 

The  discerning  instructor  senses  in  such  a  fellow 
the  indications  of  character  and  of  dormant  force,  and 
gives  him  his  chance  to  make  good. 

Training  in  Leadership. — In  a  military  organization 
one  man  out  of  every  eight  is  trained  as  a  leader  and 
two  others  should  be  also  trained  to  take  his  place. 
It  will  be  seen,  therefore,  that  a  large  percentage  of 
the  boys  will  have  some  opportunity  for  this  most 
valuable  feature  of  military  training,  the  development 
of  qualities  of  leadership. 

Other  Factors  to  Be  Considered. — The  spirit  in  wh  ich 
a  boy  accepts  corrections,  his  general  discipline  for  the 


«L 


ARMS  AND  THE  BOY  159 


year,  punctuality,  neatness,  carriage  and  bearing, 
natural  aptitude  for  the  drill,  all  receive  consideration 
in  the  cadet's  efficiency  record. 

A  satisfactory  standing  in  studies  is  also  required, 
but  relative  grades  are  not  considered  except  in  cases 
where  other  things  are  equal.  It  is  found,  in  some 
cases,  that  a  boy  may  be  a  very  satisfactory  student 
and  yet  be  totally  lacking  in  the  ability  to  command. 

Very  Young  Boys. — Finally,  care  should  be  exercised 
not  to  appoint  very  young  boys,  even  as  corporals, 
where  they  are  to  exercise  command  over  boys  con-, 
siderably  older.  Otherwise  needless  friction  will  be 
caused.  The  younger  boy  may  get  his  opportunity 
later  on  in  his  school  course. 

The  System  in  California  High  Schools. — ^In  Cali- 
foi-nia  cadet  officers  in  the  high  schools  receive  their 
commissions  from  the  adjutant  general  of  the  state 
on  recommendation  of  the  commandant  of  cadets  of 
the  school  with  approval  of  the  principal.  Cadet  non- 
commissioned officers  are  warranted  by  the  com- 
mandant of  cadets,  with  approval  of  the  principal. 

Under  the  California  rules,  cadet  officers  and  non- 
commissioned officers  may  be  reduced  to  ranks  for  fall- 
ing back  in  studies,  for  misbehavior  either  in  the  school 
or  in  the  cadet  company  (a  wise  provision,  for  it  em- 
phasizes to  the  cadet  officer  the  need  of  being  always 
an  example  to  those  under  him) ,  or  he  may  be  reduced 
for  other  good  cause  in  the  judgment  of  the  principal. 

All  cadet  officers,  that  is,  captains  and  lieutenants, 
are  appointed  from  the  senior  and  junior  classes.    Ap- 


160  ARMS  AND  THE  BOY 

pointments  are  made  at  commencement  for  the  follow- 
ing year,  and  thereafter  as  vacancies  occur. 

Examinations  both  theoretical  and  practical  are  re- 
quired for  promotion. 

Where  larger  units  are  made  up  of  smaller  units 
from  several  schools,  cadet  officers  for  the  larger  units 
are  chosen  by  competitive  examination,  among  cadets 
recommended  by  the  principals  of  the  various  schools 
in  the  organization. 

Cadet  Colonels  and  Majors. — In  Wyoming  no  cadets 
are  appointed  to  grades  higher  than  that  of  captain. 
If  companies  are  combined  into  battalions,  or  battalions 
into  regiments,  the  ranking  captains  act  as  field  offi- 
cers, seniority  between  cadets  of  the  same  grade  being 
determined  by  'the  date  of  appointment  and  between 
schools  by  the  date  of  their  commissions  as  high 
schools. 

This  would  seem  to  be  an  excellent  plan,  for  it  has 
always  appealed  to  me  as  extremely  incongruous  to 
have  young  boys  holding  the  rank  of  major  and  colonel, 
even  in  cadet  organizations. 

Under  the  Wyoming  plan,  although  all  classes  take 
military  drill,  appointments  even  of  corporals  are 
limited  to  the  junior  and  senior  classes,  in  which  are 
the  more  mature  boys. 

Drawback  to  Promotions  on  Basis  of  Seniority. — In 
some  schools  promotions  from  year  to  year  are  made 
on  a  basis  of  seniority.  That  is,  if  a  cadet  is  ranking 
corporal  this  year  he  becomes  ranking  sergeant  the 
next,  and  so  on. 


m 


I 


ARMS  AND  THE  BOY  161 

TIais  is  not  a  good  plan.  The  boy  who  seems  to  be 
the  best  man  for  appointment  as  ranking  corporal  this 
yeai-  may  in  the  actual  discharge  of  his  duties  show 
himself  to  be  less  efficient  than  some  other  corporal 
far  down  the  list,  and  it  is  bad  to  establish  a  custom 
that  makes  him  feel  that  he  is  entitled  to  hold  his 
seniority  in  the  next  higher  grade. 

Try  Outs. — An  excellent  plan  which  has  been  fol- 
low(2d  at  Culver  has  been  that  of  making  all  appoint- 
ments at  the  beginning  of  the  year  tentative,  subject 
to  entire  readjustment  at  the  end  of  two  months, 
depending  on  the  ability  and  diligence  cadets  have 
shown  in  the  various  grades  to  which  they  have  been 
temporarily  appointed. 

Also,  a  cadet  officer  who  falls  below  a  certain  fixed 
efficiency  grade  for  any  two  months  of  the  school  year 
either  may  be  reduced  outright,  or  reduced  with  the 
privilege  of  immediately  entering  competition  for  reap- 
pointment, in  which  competition  privates  or  cadets  of 
lower  grade  may  enter. 

Necessity  for  Special  Training  and  Instruction.—. 
Cadet  officers  and  non-commissioned  officers  must 
receive  very  careful  special  training  outside  of  the 
regular  drill. 

No  matter  what  the  boy's  natural  aptitude  for  leader- 
ship may  be,  it  is  unfair  to  him  to  turn  him  loose  on 
his  fellow  cadets  without  very  careful  coaching  as  to 
his  special  duties,  his  attitude  and  bearing  toward 
those  under  him,  and  his  obligations  to  them. 

This  phase  of  the  matter  is  more  fully  covered  under 


162  ARMS  AND  THE  BOY 

the  description  of  the  duties  of  the  cadet  officer  in  the 
strictly  military  school. 

An  Illustration. — Years  ago  when  I  came  to  Culver 
it  was  a  very  small  school,  with  little  esprit  de  corps ; 
the  cadets  looked  upon  drill  as  drudgery,  and  the  cadet 
officers  for  the  most  part  knew  as  little  as  the  cadets 
in  ranks,  and  had  much  the  same  attitude  of  indiffer- 
ence. 

As  the  very  first  move  I  put  all  of  the  cadet  officers 
in  a  separate  detachment  and  personally  instructed 
them  for  a  month  during  the  drill  hour,  while  another 
member  of  the  faculty  put  the  other  cadets  through 
setting-up  exercises. 

At  the  end  of  that  time  the  cadets,  in  general,  were 
beginning  to  carry  themselves  as  soldiers,  and  the  cadet 
officers  were  ready  to  act  as  efficient  drill  masters. 

This  was  in  January.  By  June  they  had  turned  an 
indifferent  aggregation  of  boys  who  hated  drill  into  a 
well  drilled  and  well  instructed  battalion,  and  had  in- 
oculated the  corps  with  an  enthusiasm  and  a  desire  to 
excel  that  has  stayed  with  it  ever  since. 

Reducing  the  Inefficient. — ^I  may  say  also  that  if  I 
found  a  cadet  officer  inefficient  I  did  not  hesitate  to 
take  him  out.  In  those  days,  I  was  not  seeking  for  the 
best  lookers  or  the  men  with  the  best  voice,  but  the 
fellows  with  force. 

I  had  one  cadet  officer  who  stammered  and  who  had 
to  say  "Great  Scott"  before  he  could  give  a  command, 
but  he  was  a  fellow  whose  orders  no  other  cadet  ever 
thought  of  questioning,  and  that  meant  more  than  a 
clarion  voice  or  a  forty-four  chest. 


CHAPTER  XVn 
THE  QUESTION   OF  UNIFORM 


The  effect  of  the  uniform  on  the  spirit  and  interest 
of  the  cadet  was  emphasized  to  me  some  years  ago  by 
a  change  that  was  made  at  Culver  in  the  method  of  uni- 
forming new  cadets. 

For  a  number  of  years  the  newcomer  had  been  re- 
quired to  drill  in  citizen's  clothes  for  several  weeks, 
while  his  uniforms  were  being  made  to  order.  Then, 
principally  that  the  measurements  for  his  permanent 
uniform  might  be  deferred  until  he  had  acquired  his 
set-up,  the  plan  was  inaugurated  of  putting  the  new 
cad3t  in  an  inexpensive  ready-made  uniform  immedi- 
ately on  entrance. 

I'he  difference  in  the  results  under  the  new  plan  and 
the  old  was  most  striking.  The  boy  in  uniform  made 
twice  the  progress  that  the  new  cadet  in  citizen's 
clothes  had  made  in  previous  years. 

I  shall  never  forget  how  awkward  and  out  of  place 
I  myself  felt  as  a  new  cadet,  years  ago,  at  the  Virginia 
Military  Institute,  drilling  in  a  derby  hat  and  a  pair 
of  white  gloves. 

The  uniform  is  more  than  an  ornamental  garb  to 
tickle  the  fancy.  In  fact,  the  modern  service  uniform 
has  no  glitter  nor  trumpery  about  it.    It  is  far  more 

163 


164  ARMS  AND  THE  BOY 

modest  and  simple  than  the  civilian  dress  of  the  mod- 
ern high-school  "fusser." 

Uniform  Puts  All  on  Democratic  Basis. — ^It  is  a 
great  leveler.  In  the  corps  of  cadets,  the  son  of  a 
millionaire  wears  no  better  clothes  than  the  janitor's 
boy.  Distinctions  are  not  such  as  are  indicated  by  the 
length  of  the  father's  pocketbook,  the  cut  of  the  clothes, 
the  exclusive  pattern  of  a  silk  shirt  or  the  loudness 
of  the  socks.  There  is  still  individuality,  but  it  shows 
itself  in  carriage,  in  neatness  and  bearing;  there  are 
still  distinctions,  but  they  are  those  of  real  merit  and 
worth. 

It  is  a  fine  thing  for  boys  of  all  classes  to  be  put  on 
the  democratic  basis,  for  each  tub  to  stand  on  its  own 
bottom,  and  for  young  boys  to  learn  to  see  the  stuff  on 
the  inside  rather  than  on  the  outside  of  the  other 
fellow. 

The  uniform  should  be  a  factor  in  developing  the 
character  of  the  boy.  If  the  military  instructor  is  the 
right  sort  of  man,  he  will  be  able  to  stimulate  among 
the  boys  a  keen  pride  in  their  organization,  and  they 
will  come  to  feel  very  strongly  that  they  must  not 
do  anything  that  will  reflect  discredit  on  the  uniform 
of  their  corps. 

Expense. — ^The  expense  of  the  uniform  in  some  cases 
is  a  serious  consideration.  It  is  true,  if  the  uniform 
is  worn  throughout  the  school  day  instead  of  only  dur- 
ing the  drill  hour  it  in  part  takes  the  place  of  other 
clothing  and  is  not  altogether  an  additional  expense. 
Even  at  that,  however,  there  will  be  parents  who  will 


ARMS  AND  THE  BOY  165 

feel  that  they  can  not  afford  the  necessary  outlay, 
small  as  it  may  be. 

Slate  Aid. — In  Wyoming  the  state  annually  makes 
an  appropriation  of  twenty-one  hundred  dollars  for  the 
purchase  of  uniforms.  This  appropriation  is  not,  of 
course,  sufficient  to  provide  uniforms  for  all  cadets, 
but  is  used  in  helping  out  boys  who  could  not  otherwise 
afford  to  supply  themselves  with  the  military  outfit. 
The  matter  is  handled  by  the  principal  of  the  school. 
There  is  no  embarrassment  to  the  boy  who  is  helped, 
for  no  one  knows  about  it.  No  cadet  receives  any  help 
in  purchasing  his  uniform  who  will  not  agree  in  writing 
not  to  use  tobacco  in  any  form. 

The  cost  of  the  uniform  in  Wyoming  is  eleven 
dollars  and  seventy  cents.  There  is  no  middleman's 
proit;  local  dealers  do  not  supply  the  uniform.  The 
cadet  gets  it  direct  from  the  manufacturer  at  actual 
cost.  It  consists  of  cap,  blouse  and  trousers.  In  some 
cases  blue  chambray  shirts  and  duck  trousers  are  got 
for  hot  weather  use,  but  these  are  bought  locally  by 
the  cadet. 

In  Salt  Lake,  the  cadets  buy  their  own  uniforms, 
locally,  at  a  cost  of  sixteen  dollars  and  fifty  cents  for 
the  full  outfit.  In  California,  the  state  furnishes 
chevrons  for  cadet  officers  and  non-commissioned  offi- 
cers, and  cap  insignia  for  all  cadets. 

In  some  localities,  entertainments  or  benefits  of  some 
kind  have  been  got  up  to  help  defray  the  cost  of 
uniforms,  and  subscriptions  have  been  solicited  from 
public  spirited  business  men  for  the  same  purpose. 


166  ARMS  AND  THE  BOY 

Government  Uniform. — If  Congress  would  authorize 
the  purchase  of  uniforms  for  high-school  cadets  at  cost 
from  the  Quartermaster's  Department  of  the  army, 
a  very  good  grade  of  uniform  could  be  had  at  a  lower 
cost  than  is  now  possible. 

The  1915  prices  for  olive  drab  service  uniforms  were 
as  follows: 

Cap $  .78 

Blouse 3.84 

Breeches 2.35 

Leggins .49 

Total   $7.46 

The  foregoing  outfit  is  sufficient,  but  if  an  olive  drab 
shirt  is  desired  for  field  work  the  cost  would  be 
$2.37.  Campaign  hats  cost  $1.21.  Regulation  march- 
ing shoes  are  listed  at  $2.90. 

Service  Uniform  for  High-School  Use. — The  service 
uniform  is  much  more  suitable  and  sensible  for  high- 
school  battalions  where  only  one  uniform  is  possible. 
Some  high  schools  still  adhere  to  the  blue  dress  uni- 
form, but  while  more  showy  it  is  less  serviceable  and 
is  not  suitable  for  field  work.  It  would  seem  much 
better  to  use  a  service  uniform  of  cadet  gray  or  olive 
drab,  consisting  of  the  articles  listed  above.  The  gray 
makes  a  better  looking  uniform  in  low  priced  materials 
than  the  olive  drab.  The  cheaper  olive  drab  cloth  has 
an  untidy  soiled  look  about  it  after  very  little  wear. 

The  hat  is  inclined  to  lose  its  shape  and  to  look 


ARMS  AND  THE  BOY  167 

untidy  unless  made  of  very  good  felt.  In  general  the 
cap  is  better  for  school  use.  The  hat  is  intended  pri- 
marily for  the  field. 

Loose  trousers  instead  of  breeches  that  button 
around  the  calf  are  quite  generally  used.  But  the 
breeches  are  much  trimmer  when  worn  with  leggins. 

The  trousers,  except  for  wear  with  the  dress  uni- 
form, were  discarded  at  Culver  years  ago.  The  trous- 
ers may,  perhaps,  be  somewhat  less  expensive  than 
the  breeches. 

Fit  and  Care  of  Uniforms. — Some  care  should  be 
exercised  to  have  the  uniforms  fit.  An  ill-fitting  uni- 
foriri  has  a  depressing,  instead  of  stimulating,  effect  on 
the  wearer. 

Blouse  (coat)  should  be  V-shaped,  that  is,  snug  at 
waist  and  loose  in  chest.  The  boy  does  not  increase  in 
waist  measure  as  a  result  of  the  setting-up  drills ;  usu- 
ally it  is  the  contrary,  but  does  increase  surprisingly 
in  chest  measure.  I  have  seen  boys  gain  three  or  four 
inches  in  as  many  months. 

Uniforms  should  always  be  worn  in  a  soldierly 
manner,  fully  buttoned,  brushed,  and  free  from  spots. 
Hands  should  be  kept  out  of  pockets,  caps  on  straight. 
It  should  be  impressed  on  the  cadet  that  when  he  is 
in  uniform  he  must  carry  himself  like  a  soldier,  head 
up,  chest  out.  When  he  walks  he  must  step  out  as  if 
he  were  really  going  somewhere,  not  shamble.  When 
he  stands  he  must  do  so  squarely  on  both  feet. 

Insignia  and  Merit  Badges. — Every  one  knows  how 
prodigiously  a  boy  will  work  to  win  his  school  athletic 


168  ARMS  AND  THE  BOY 

emblem.  The  success  and  honors  that  may  be  gained 
in  adult  life  by  fitting  preparations  are  too  intangible, 
too  far  away  to  be  in  themselves  much  of  an  incentive 
for  such  preparation. 

The  boy  lives  in  the  present.  He  will  work  his  head 
off  for  the  tangible  bit  of  ribbon  or  piece  of  braid  or 
scrap  of  metal  that  stands  for  an  achievement  in  the 
life  that  he  is  living  at  the  moment,  whereas  he  would 
not  turn  a  hand  to  increase  his  prospects  of  being  a 
governor  or  a  railroad  president  twenty  years  hence. 

I  am  quoting  Lieutenant  Steever  frequently,  because 
I  am  writing  largely  with  reference  to  the  high  school, 
and  Steever  has  applied  principles  to  high-school  cadet 
training  that  I  know  produce  results,  because  I  have 
seen  them  in  successful  operation  with  the  cadets  at 
Culver  for  a  good  many  years. 

Lieutenant  Steever  gives  the  boy  the  privilege  of 
wearing  a  narrow  gold  stripe  on  the  sleeve  of  his  uni- 
form for  each  year  he  has  won  academic  honors,  and 
a  star  for  each  year  he  has  been  a  member  of  a  van- 
ning squad  in  any  inter-school  military  competition. 

At  Culver,  no  cadet  is  permitted  to  wear  the  official 
Culver  collar  ornament  until  he  is  recommended  by  his 
cadet  captain,  his  tactical  officer  and  the  commandant 
for  his  soldierly  bearing  and  set-up  both  in  and  out  of 
ranks. 

In  our  summer  schools,  devices  are  awarded  for  all- 
round  development.  One  device  signifies  Proficient 
Cadet,  another  Distinguished  Cadet  and  a  third  Honor 
Cadet.    A  certain  number  of  points  must  be  won  in 


ARMS  AND  THE  BOY 


169 


every  school  activity,  athletic,  military,  social,  fojr 
each  rating. 

Tliese  are  merely  suggestions ;  each  school  must  work 
out  its  own  particular  scheme,  but  the  underlying  prin- 
ciple is  the  same  in  all. 

Chevrons  and  Insignia  of  Rank. — ^Insignia  of  rank 
for  cadet  officers  and  non-commissioned  officers  should 
be  of  the  cadet  pattern  used  at  West  Point.  It  looks 
decidedly  out  of  place  to  see  a  seventeen  or  eighteen- 
yea]'-old  cadet  captain  wearing  the  insignia  of  rank 
of  a  captain  of  the  regular  army. 


CHAPTER  XVIII 

THE  LAND  GRANT  COLLEGES  AND  MILITARY  SCHOOLS  AS 
A  SOURCE  OF  RESERVE  OFFICERS 

The  bugaboo  of  caste  is  a  little  apt  to  stick  up  its 
head  when  it  is  proposed  to  create  a  reserve  officers' 
training  corps  in  the  schools  and  colleges. 

There  is  no  danger,  however,  of  creating  an  "officer 
class"  in  this  country.  Besides,  there  is  no  reason 
why  volunteer  officers  should  be  limited  exclusively  to 
graduates  of  military  schools  and  colleges  any  more 
than  that  officers  of  the  army  should  be  limited  to 
graduates  of  West  Point. 

Inadequate  Training. — Many  efficient  officers,  both 
of  the  regular  army  and  of  volunteers,  have  risen  from 
the  ranks.  But  that  is,  nevertheless,  an  inadequate 
and  uncertain  source  of  supply. 

The  modern  officer  should  be  a  highly  trained  man. 
There  is  no  time  to  train  him  after  war  is  declared. 
Men  of  great  natural  aptitude  for  military  service  and 
a  genius  for  leadership  will  continue  to  surmount  the 
handicaps  of  limited  preliminary  training  and  achieve 
marked  success  in  war,  just  as  Forrest  and  Funston 
have  done.  But  for  the  many  who  are  to  command 
volunteer  troops  there  should  be  special  training,  unless 
we  are  to  commit  some  of  the  military  crimes  of  the 

170 


i; 


ARMS  AND  THE  BOY  171 - 

past  in  needlessly  sacrificing  troops  under  inexpe- 
rienced leadership.  It  is  to  be  hoped  that  we  have 
learned  our  lesson,  and  that  in  the  future  something 
more  will  be  needed  to  secure  an  officer's  commission 
than  a  military  ambition  and  a  political  pull. 

Officers  From  the  The  National  Guard. — There  are 
devoted  and  enthusiastic  officers  in  the  National  Guard 
who  at  considerable  personal  sacrifice  have  taken  the 
time  for  correspondence  study  and  special  courses 
at  army  schools,  and  have  fitted  themselves  for  effec- 
tive service  in  their  respective  grades.  No  system 
should  be  inaugurated  that  would  in  any  way  fail  to 
recognize  to  the  fullest  extent  the  work  of  such  men, 
whether  they  are  college  graduates  or  not.  But  the^ 
Guard  in  the  main  is  composed  of  those  whose  time 
for  specialized  study  is  limited,  and  for  this  reason 
the  number  of  reserve  officers  that  the  Guard  could 
produce  in  excess  of  its  own  needs  would  necessarily 
be  simall. 

^  on-Commissioned  Officers  of  the  Army  as  Volun- 
teer Officers. — Similarly,  no  plan  should  be  sanctioned 
that  would  curtail  the  opportunity  for  volunteer  com- 
missions for  the  splendid  material  among  experienced 
non-commissioned  officers  of  the  army. 

Neither  the  Guard  nor  the  army,  however,  can  fur- 
nish anything  like  the  number  of  volunteer  officers  who 
would  be  needed  in  the  event  of  war.  The  main  reli- 
ance must  be  on  some  larger  reservoir  from  which 
trained  material  can  be  drawn. 


172  ARMS  AND  THE  BOY 

Number  of  Reserve  Officers  Needed. — ^Were  the 
country  to  become  involved  in  war,  something  like 
forty  thousand  officers  would  be  required  for  every 
million  men.  West  Point  last  year  graduated  only  one 
hundred  and  sixty-four  officers, — ^barely  enough  to  sup- 
ply the  needs  of  our  small  regular  army.  The  gradu- 
ates of  strictly  military  state  and  private  institutions 
numbered  only  nine  hundred. 

On  the  other  hand,  the  colleges  graduate  a  total  of 
thirty-four  thousand  men.  If  only  fifty  per  cent,  of 
these  college  graduates  could  receive  adequate  military 
instruction  during  the  college  course,  we  would  in  a 
few  years  have  an  abundant  supply  of  trained  leaders 
for  volunteer  troops. 

Can  Colleges  Train  Officers  Effectively? — ^From  the 
standpoint  of  intellectual  equipment  the  colleges  afford 
excellent  material.  The  question  is,  however,  can  the 
colleges  spare  the  time  to  give  this  material  the  highly 
specialized  training  required  by  the  modem  officer,  and 
can  the  colleges  furnish  the  necessary  atmosphere  of 
discipline  for  the  development  of  that  attitude  of  mind 
which  is  as  essential  to  the  officer  as  his  fund  of  mili- 
tary information? 

Unfortunately,  many  of  the  land  grant  colleges  re- 
ceiving appropriations  from  the  government  and 
required  by  law  to  give  military  training  have  for  the 
most  part  carried  out  their  military  obligations  so 
ineffectively  in  the  past  as  to  give  rise  to  serious  doubt 
as  to  the  feasibility  of  training  reserve  officers  in  the 
colleges. 


ARMS  AND  THE  BOY  173 

Some  have  given  only  one  hour  per  week  for  the 
freshman  year  to  military  drill;  others  have  taken  the 
matter  more  seriously  and  have  given  from  three  to 
five  hours  per  week  for  a  period  of  two  years;  some 
have  given  the  instruction  perfunctorily  and  with  little 
true  military  spirit;  a  small  number  have  made  the 
work  really  effective.  A  very  few  are  essentially  mili- 
tary in  character,  regulating  the  whole  Hf e  of  the  col- 
lege on  a  military  basis. 

IJroader  Training  of  Strictly  Military  Institutions. — 
If  we  could  train  all  our  reserve  officers  in  these  essen- 
tially military  colleges,  the  problem  would  be  a  com- 
paratively simple  one. 

In  such  institutions  the  student  gets  more  than  mili- 
tary instruction.  He  gets  discipline,  without  which 
mere  instruction  is  of  little  value. 

His  military  training  is  not  limited  to  a  few  drills 
and  lectures  per  week,  but  he  actually  lives  the  life  of 
the;  soldier.  He  turns  out  in  the  morning  to  the  notes 
of  the  bugle,  and  he  goes  to  bed  by  the  same  sum- 
mons. He  marches  to  meals  and  to  classes,  he  lives 
in  a  military  atmosphere  where  respect  for  constituted 
authority  and  the  ideals  of  the  soldier  become  second 
nature. 

The  Test  of  War. — ^There  is  no  surmise  about  the 
military  value  of  the  training  afforded  by  these  strictly 
military  institutions.  They  have  stood  the  test  of  war. 
The  distinguished  records  of  Norwich  University  in 
the  North  and  the  Virginia  Military  Institute  in  the 
South  bear  eloquent  testimony  to  the  service  the  gradu- 


174  ARMS  AND  THE  BOY 

ates  of  such  institutions  can  be  expected  to  render  in 
a  time  of  national  stress. 

Norwich  University  furnished  the  northern  army 
in  the  Civil  War,  fourteen  major  generals,  thirty-eight 
brigadier  generals,  one  hundred  and  forty-one  colonels 
and  majors,  and  two  hundred  and  eighty-five  captains 
and  lieutenants.  This  little  school  in  the  hills  of  Ver- 
mont even  contributed  to  the  Confederacy,  for  among 
its  graduates  in  the  southern  army  were  one  major  gen- 
eral, thirteen  colonels,  one  lieutenant  colonel,  and 
three  majors. 

The  Virginia  Military  Institute  in  the  South  con- 
tributed to  the  Confederacy  eleven  hundred  commis- 
sioned officers,  including  thirty  general  officers  and 
over'  five  hundred  field  officers,  a  very  remarkable 
achievement  when  it  is  considered  that  up  to  June, 
1861,  the  matriculates  of  the  institution  had  numbered 
only  twelve  hundred  and  its  graduates  five  hundred. 

Ability  to  Provide  Training  of  Modern  Officer. — • 
These  figures,  of  course,  would  not  necessarily  indi- 
cate the  ability  of  such  institutions  to  provide  the  more 
highly  specialized  training  required  for  the  modern 
officer.  There  are  more  recent  statistics,  however, 
which  seem  to  afford  satisfactory  assurance  on  this 
point.  Seven  hundred  graduates  of  the  essentially 
military  schools  have  obtained  commissions  in  our 
regular  army,  and  many  more  will  doubtless  be  ap- 
pointed in  connection  with  the  increase  which  Congress 
now  has  under  consideration. 

There  are,  however,  comparatively  few  of  these 


i*\*'     .•       •-<>•       /  /s  J     "^t 


ti«Hif: 


•^  eiiHi 


nH 


^ 


Armory  ot  the  University  of  Vermont,  showing  how  government 
arms  are  cared  for  when  not  in  use 


Armory  of  Ohio  State  University 
One  of  the  Land  Grant  Colleges  that  has  given  encouragement  to 


ARMS  AND  THE  BOY  175 


essentially  military  institutions,  and  it  will  be  neces- 
n'dry  to  look  to  the  non-military  colleges  with  military 
courses  as  the  source  of  supply  for  the  greater  propor- 
tion of  reserve  officers. 

Present  Interest  In  Colleges. — At  present  there  is 
much  interest  among  such  institutions  in  affording 
military  training,  but  later  it  is  conceivable  that  it 
will  wane. 

Harvard  is  now  forming  its  regiment  and  Yale  its 
battery;  non-military  colleges  are  putting  in  military 
courses,  and  some  of  the  land  grant  colleges  that  for 
ye^.rs  gave  as  little  military  training  as  they  possibly 
coL.ld  under  the  law,  with  faculties  which  were  unfa- 
voiable  to  such  training  and  tolerated  it  solely  because 
they  had  to,  are  turning  some  of  their  plowshares  back 
into  swords  and  seeking  to  do  really  effective  mili- 
tary work. 

Will  the  Interest  Wane? — But  the  present  ardor  of 
th(j  land  grant  colleges  may  abate,  and  the  non-mili- 
taiy  colleges  that  have  no  obligation  to  give  military 
instruction,  once  the  war  scare  is  over,  may  dispense 
with  m.ilitary  training  as  rapidly  as  they  are  now 
taking  it  up. 

The  Spanish  War,  for  instance,  so  stimulated  the 
interest  of  the  University  of  Chicago  students  in  mili- 
tary training,  that  large  numbers  volunteered  for  a 
student  organization.  A  major  from  the  regular  service 
w£.s  detailed  for  the  duty.  In  a  year  or  so,  however, 
their  military  ardor  flickered  out,  the  battalion 
dwindled  into  a  company,  and  finally  the  major,  finding 


I 


176  ARMS  AND  THE  BOY 

himself  in  command  of  only  twenty  men  out  of  several 
thousand  students,  asked  to  be  relieved.    It  is,  there-  ^ 
fore,  manifest  that  any  plan  for  providing  reserve 
officers  that  is  dependent  on  the  present  abnormally 
stimulated  interest  in  military  training  will  fail. 

Need  for  Utilizing  Various  Types  of  Schools. — ^To 
obtain  the  requisite  amount  of  trained  material  for 
volunteer  officers,  it  will  be  necessary  to  utilize  the 
output  of  all  institutions  that  afford  military  training. 

The  course  of  instruction  should  be  prescribed  by 
the  government,  and  any  institution  which  can  and 
does  give  this  course  with  a  satisfactory  degree  of 
thoroughness  should  be  included  in  the  scheme  for 
training,  whether  it  be  land  grant  college,  private  in- 
stitution, university  or  high-grade  preparatory  school, 
taking  from  each  the  material  suitable  for  the  differ- 
ent branches  of  the  service  and  grades  of  rank. 

Officers  Requiring  Highly  Technical  Training. — Offi- 
cers of  the  Ordnance  Department  require,  in  design- 
ing and  supervising  the  construction  of  material,  all 
the  expert  knowledge  of  the  mechanical,  chemical  and 
electrical  engineer.  Officers  of  the  Coast  Artillery,  and 
of  the  Engineer,  Signal  and  Supply  Corps  also  require 
an  advanced  technical  training. 

Naturally  such  material  must  come  from  the  colleges 
alone.  But  much  excellent  material  for  company  offi- 
cers of  infantry  and  cavalry  is  turned  out  by  those 
military  institutions  of  the  preparatory  class  that  are 
designated  by  the  War  Department  as  "Honor 
Schools." 


IB 


ARMS  AND  THE  BOY  177 


Estimate  of  the  Number  of  Trained  Officers.— Dur- 
ing the  last  ten  years  forty-four  thousand,  five  hun- 
dred twenty-nine  young  men  have  been  graduated  from 
collegiate  institutions  maintaining  mihtary  depart- 
ments, while  from  the  essentially  military  schools, 
seven  thousand  have  been  graduated. 

In  view  of  the  great  lack  of  uniformity  in  military 
institutions  during  the  past,  comparatively  few  of 
these  men  would  make  trained  officers  as  the  term  is 
no\7  understood.  The  figures,  however,  which  are  for 
normal  years  where  there  has  been  no  great  interest 
in  military  matters,  will  give  us  some  idea  of  the  sup- 
ply of  trained  men  from  educational  institutions  that 
might  be  available  for  reserve  officers  under  a  prop- 
erly standardized  course  of  instruction. 

In  view  of  the  widely  different  conditions  existing  in 
these  various  institutions,  the  task  of  standardizing 
their  mihtary  courses  will  not  be  easy.  In  fact,  some 
have  felt  that  it  would  be  better  to  create  other 
agencies  especially  for  the  purpose  of  training  volun- 
teer officers. 

Cadet  Companies  for  Training  Reserve  Officers. — 
Cadet  companies  attached  to  regiments  of  the  regular 
araiy  have  been  suggested,  with  certain  educational 
iid  other  special  requirements  for  admission  to  such 
companies,  and  with  a  year's  service  as  a  prerequisite 
to  a  commission  as  a  reserve  officer. 

It  is  doubtful,  however,  if  such  a  plan  in  normal 
times  of  peace  would  attract  either  the  quantity  or 
quality  of  men  needed.    It  might  be  used  to  supple- 


178  ARMS  AND  THE  BOY 

ment  the  output  of  the  educational  institutions,  but  in 
itself  would  not  suffice. 

Special  Training  Schools. — A  bill  has  also  been  intro- 
duced in  Congress  by  Mr,  McKellar  of  Tennessee,  to 
create  special  schools  in  each  state  for  the  training 
of  reserve  officers.  In  such  schools,  cadets  are  to  be 
educated  in  military  as  well  as  in  technical  and  aca- 
demic courses.  This  education  is  to  be  wholly  at  gov- 
ernment expense,  involving  the  outlay  of  millions  of 
dollars  per  year.  In  return  the  students  must  obligate 
themselves  to  seven  years'  service  as  reserve  officers. 

The  plan  has  many  excellent  features,  but  would  be 
a  costly  one  to  the  government.  It  would  seem  more 
economical  to  utilize,  if  possible,  the  existing  schools 
and  colleges  than  to  create  new  ones  for  the  special 
purpose  of  offering  military  training.  One  of  the  fol- 
lowing plans  would  seem  to  offer  much  greater  likeli- 
hood of  success,  since  they  make  use  of  the  traditions 
and  esprit  that  our  established  schools  and  colleges 
have  developed  through  many  years  of  labor  and  effort. 
Buildings  and  appropriations  can  not  make  a  school. 
There  are  more  vital  things,  in  which  time  is  an  ele- 
ment. 

A  Plan  That  Offers  a  Strong  Appeal  to  College  Spirit. 
(—College  spirit  makes  the  winning  team;  regimental 
esprit  makes  the  efficient  military  organization.  An 
interesting  plan  proposes  to  combine  them  both 
through  a  system  of  reserve  regiments  bearing  the 
name  of  the  school  or  college. 
^   We  can  readily  understand  what  a  strong  appeal  to 


ARMS  AND  THE  BOY  179 


college  pride  and  fealty  this  would  make.  We  can 
picture  William  Smith  of  Cornell  or  Henry  Brown  of 
Purdue  drilling  with  much  greater  zest  and  enthusiasm 
if  he  feels  that  unless  he  puts  all  he  has  in  him  into 
his  college  drill,  Cornell  Reserve  Regiment  No.  1  or 
Purdue  Reserve  Regiment  No.  2  will  suffer  by  contrast 
with  that  of  some  rival  institution  if  ever  called  on  for 
active  service, 

I]ven  the  strictly  military  schools  and  colleges,  which 
alniady  have  fine  esprit  de  corps,  would  find  that  such 
a  plan  would  put  their  cadets  more  than  ever  on  their 
toes.  A  V.  M.  I.  regiment  or  a  Culver  regiment  would 
mean  a  great  deal  to  men  of  such  institutions. 

Men  who  completed  only  part  of  the  course  would 
go  into  the  regiment  as  non-commissioned  officers  or 
privates.  Men  who  completed  the  course  satisfactorily 
would  receive  commissions  as  reserve  officers. 

Obligations  and  Advantages. — ^The  plan  would  carry 
with  it  some  obhgations  but  also  some  returns.  If 
William  Smith  wished  to  prepare  himself  for  the  possi- 
bility of  service  with  his  college  regiment,  he  would 
bring  to  the  college  the  necessary  legal  consent  of  his 
parent  or  guardian  to  enroll  formally  for  a  period  of 
years  in  the  College  Reserve  of  the  United  States 
Army. 

He  would  then  receive  each  year  a  service  uniform 
complete,  fifty  dollars  cash,  his  transportation  to  some 
summer  maneuvers  and  rations  while  there.  Not  a 
great  deal,  of  course,  but  nevertheless  enough  to  be  of 
material  help  to  a  good  many  students. 


180  ARMS  AND  THE  BOY 

Then  if  he  finished  his  course  satisfactorily  the  plan 
would  propose  for  him  a  further  very  substantial  bene- 
fit; namely,  a  year  as  an  additional  second  lieutenant 
in  the  regular  service,  with  a  second  lieutenant's  pay. 
This  would  give  him  experience  in  handling  men  that 
would  prove  a  business  as  well  as  a  military  asset,  and 
five  or  six  hundred  dollars  in  pocket  to  start  life  with. 

His  year  as  a  "shave  tail"  lieutenant  of  regulars 
would  also  show  his  ability  as  an  officer  and  would  de- 
termine his  rank  in  the  reserve  regiment  of  his  school 
or  college.  As  a  reserve  officer,  if  the  government 
were  disposed  to  be  generous,  he  might  receive,  say 
fifty  dollars  a  year.  Or  if  he  were  called  upon  to  in- 
struct a  high-school  company  in  his  home  town,  the 
amount  might  be  doubled  or  trebled.  Meanwhile,  the 
War  Department  would  supply  him  with  all  the  serv- 
ice manuals,  so  that  he  might  keep  up  with  changes 
as  they  occur. 

Age  Limit. — ^If,  on  completing  the  course  in  his 
school  or  college,  he  were  under  twenty-one  years  of 
age  he  would  still  be  admitted  to  the  reserve,  but  he 
would  not  receive  his  year  of  regular  army  service  or 
join  the  field  army  in  time  of  war  until  he  became  of 
age.  Meanwhile,  however,  if  war  came  he  could  ren- 
der valuable  aid  in  training  recruits. 

Of  course,  no  school  or  college  would  be  included 
under  the  plan  that  did  not  provide  a  course  of  military 
instruction  conforming  in  every  way  to  the  standards 
-set  by  those  in  authority  in  Washington. 

Not  Every  Student  Need  Enroll. — Not  every  man  in 


ARMS  AND  THE  BOY  181 

the  college  need  enroll  as  a  reservist.  If  Henry  Brown 
did  not  care  to  obligate  himself  and  did  not  need  the 
f re<3  uniform  or  the  fifty  dollars  a  year,  or  did  not  covet 
the  experience  of  a  year  as  an  officer  in  the  regular 
service,  he  might  take  the  drill  just  as  he  does  now, 
with  no  obligation  after  his  college  course  was  over. 

But  for  many,  it  would  prove  a  real  incentive,  and 
there  would  be  fewer  men  in  the  government  aided  in- 
stitutions "cussing  out"  drill  as  a  disagreeable  and  un- 
welcome burden  imposed  on  them  by  the  land  grant 
laT\%  and  trying  to  get  out  of  it  to  play  in  the  band,  or 
tal^e  part  in  athletics,  or  to  do  this  or  that  or  any  other 
thing  rather  than  drill. 

Effect  on  Militia. — ^It  is  possible  that  at  first  thought 
the  militia  may  oppose  this  plan.  But  on  further  con- 
teraplation,  they  will  doubtless  see  an  advantage  in 
it  to  their  own  organization.  The  militia,  like  the 
army,  has  suffered  in  the  past  from  the  great  lack  of 
interest  in  military  affairs  on  the  part  of  the  general 
public.  Recruitment  has  been  slack,  and  absenteeism 
in  the  militia  has  made  the  attainment  of  anything 
like  satisfactory  standards  a  herculean  task.  If  some 
real  life  and  interest  were  now  infused  into  the  mili- 
tary work  of  the  state  universities,  there  would  soon 
be  on  the  part  of  many  leaders  in  each  commonwealth, 
a  genuine  interest  in  the  militia  rather  than  the  in- 
diiference  and  lack  of  cooperation  that  now  exists. 

Economy  of  Plan. — Of  the  thirty-one  thousand  stu- 
dents who  lined  up  for  the  government  inspection  in 
the  colleges  and  military  schools  last  year,  if  only  ten 


182  ARMS  AND  THE  BOY 

thousand  passed  into  the  reserve  as  privates  and  non- 
commissioned officers,  and  say  three  thousand  as  re- 
serve officers,  we  would  have  at  the  end  of  ten  years 
at  least  one  hundred  thousand  reservists  and  thirty 
thousand  reserve  officers.  As  a  matter  of  fact,  with 
the  stimulus  of  the  plan  the  numbers  might  well  be 
twice  as  large.  This  would  be  achieved  with  little 
strain  on  the  government  pocketbook.  In  fact,  the 
plan  is  a  marvelously  economical  one,  producing  one 
hundred  thousand  reservists,  and  at  the  same  time  aid- 
ing many  young  men  to  get  a  collegiate  education  at 
an  average  cost  that  would  probably  not  exceed  three 
hundred  dollars  per  capita. 

Plan  For  a  Reserve  Officers'  Training  Corps.— The 
plan  favored  by  the  Army  War  College  at  Washington, 
and  now  a  part  of  the  Chamberlain  bill  before  the  Sen- 
ate, is  in  some  particulars  similar  to  the  plan  just  de- 
scribed. It  proposes  to  coordinate  the  military  depart- 
ments of  all  institutions  to  which  officers  of  the  army 
are  detailed,  and  to  designate  this  coordinated  machin- 
ery as  the  Reserve  Officers'  Training  Corps  of  the 
United  States. 

This  would  immediately  give  a  prestige  and  unity 
to  the  work  of  these  institutions  which  they  have  hith- 
erto entirely  lacked.  Heretofore,  in  a  vague  way,  it 
has  been  assumed  that  the  training  offered  by  such 
schools  was  of  value  to  the  government,  but  there  has 
been  no  definite  provision  for  conserving  it,  and  no  as- 
surance that  those  who  go  through  with  it  would  have 
any  more  opportunity  for  securing  an  appointment  as 


ARMS  AND  THE  BOY  183 

a  volunteer  officer  than  the  totally  untrained  civilian 
with  a  political  "pull." 

Under  the  proposed  plan  the  student  would  be  given 
for  the  first  time  something  definite  to  look  forward 
to  as  a  result  of  the  training  to  which  he  voluntarily 
subjects  himself. 

Requirements  of  Institutions.— It  would  not  be  nec- 
essary for  the  institution  to  place  all  of  its  students 
under  military  training,  but  it  must  agree  to  maintain 
under  such  instruction  not  less  than  one  hundred 
physically  fit  male  students. 

The  most  important  feature  of  the  plan  is  that  the 
institution  must  agree  to  maintain  its  military  work 
at  a  standard  set  by  the  War  Department  and  to  re- 
quire as  its  minimum  military  course  certain  definite 
theoretical  and  practical  training  prescribed  by  the 
Secretary  of  War.  These  institutions  must  also  agree 
to  make  the  course  a  prerequisite  for  graduation  for 
the  students  who  enter  upon  it. 

The  course  of  theoretical  and  practical  training  con- 
templated is  less  in  scope  and  in  time  required  than 
that  now  given  in  some  of  the  strictly  military  schools 
and  colleges,  but  is  considerably  more  than  is  now 
given  in  most  of  the  land  grant  colleges.  The  question 
at  once  arises  as  to  whether  all  of  these  institutions 
can  be  induced  or  required  to  bring  their  military 
training  up  to  the  prescribed  standard. 

Striking  a  Balance. — ^It  is  essential,  of  course,  that 
the  military  work  prescribed  by  the  War  Department 
shall  strike  a  just  balance  between  the  desire  of  the 


184  ARMS  AND  THE  BOY 

government  to  secure  properly  trained  officers  and  the 
necessity  of  the  institution  to  maintain  its  academic 
work  at  a  proper  standard. 

It  is  significant  that  men  like  President  James  of 
Illinois,  and  President  Thompson  of  Ohio — ^both  heads 
of  great  universities  that  have  taken  the  lead  in  an 
effort  to  make  the  military  courses  of  the  land  grant 
colleges  really  worth  while  and  a  valuable  asset  to  the 
government  from  a  military  standpoint — ^f eel  that  this 
can  be  done  without  any  sacrifice  to  the  academic 
standards  of  the  institution.  It  is  also  worth  noting 
that  some  of  the  land  grant  colleges,  like  the  A,  &  M. 
of  Texas,  find  it  possible  to  maintain  themselves  as 
strictly  military  institutions  without  sacrificing  acade- 
mic ideals. 

Land  Grant  Institutions'  Failure  to  Give  Efficient 
Instruction. — Now,  even  if  an  efficient  military  course 
can  be  conducted  without  undue  interference  with 
other  college  duties,  will  it  be  done  in  a  sufficient  num- 
ber of  these  institutions  to  produce  the  quantity  of 
trained  men  needed? 

What  have  been  the  difficulties  in  the  past  with  those 
institutions  that,  although  required  to  give  training 
for  a  special  purpose,  have  given  it  in  such  a  perfunc- 
tory way  as  to  fall  far  short  of  that  purpose? 

First,  we  have  what  Professor  Edward  Orton  of 
Ohio  has  termed  "the  wrong  mental  attitude"  of  the 
faculties  of  most  of  the  colleges  toward  miHtary  in- 
struction; the  tendency  to  regard  it  as  a  waste  of 
time,  and  to  "give  as  little  of  it  as  they  think  will  pass 


ARMS  AND  THE  BOY  185 


muster.*'  This  attitude  of  neglect  or  indifference  is 
probably  due  in  part  to  a  misconception  of  the  extent 
to  which  the  land  grant  colleges  are  obligated  to  give 
military  training. 

Obligations  of  Land  Grant  Colleges.^ — ^These  land 
grant  colleges  were  born  in  war  times.  Their  birthday 
was  July  2,  1862,  a  significant  date,  just  the  day  after 
the  close  of  McClelland's  Peninsular  Campaign.  While 
the  law  which  gave  them  life  stated  as  their  leading 
object  the  teaching  of  the  mechanical  and  agricultural 
arts,  it  also  prescribed  military  training;  in  fact,  these 
two  words  "military  training"  unquestionably  had  a 
lot  to  do  with  the  bill  becoming  a  law  when  it  did. 

Some  of  the  faculties  of  these  land  grant  colleges 
who  are  indifferent  to  military  training  claim  that  its 
inclusion  in  the  bill  w^as  merely  incidental.  But  doubt- 
less, they  have  not  read  with  care  the  speeches  of  its 
father,  the  Honorable  Justin  S.  Morrill  of  Vermont. 

Mr.  Morrill  made  quite  a  feature  of  military  train- 
ing in  urging  the  bill's  passage.  He  deplored  the  fact 
that  it  had  not  been  passed  a  quarter  of  a  century 
earlier  in  order  that  the  young  men  of  the  North  might 
have  "more  fitness  for  their  duties:  whether  on  the 
farm,  in  the  workshop,  or  on  the  battlefield."  "West 
Point,  as  a  source  of  ofldcers,"  he  said,  "is  wholly  in- 
adequate when  a  large  army  is  to  be  suddenly  put  into 
service."  There  can  be  little  doubt  as  to  the  purpose 
he  had  in  mind. 

Failure  to  Prescribe  Extent  of  Training. — ^Unfor- 
tunately, however,  the  bill  did  not  prescribe  the  amount 


186  ARMS  AND  THE  BOY 

of  training  to  be  given,  did  not  authorize  the  Secre- 
tary of  War  to  do  so,  and  did  not  make  any  provision 
for  withholding  government  aid  from  institutions 
which  failed  to  keep  their  work  up  to  the  proper  stand- 
ard. 

The  question  now  is :  Can  these  defects  be  remedied, 
and  can  we  have  any  assurance  that  these  institutions 
will  do  really  effective  work  in  the  future  ? 

While  the  question  of  preparedness  has  greatly 
stimulated  the  interest  of  the  land  grant  colleges  in 
their  military  departments,  it  is  doubtful  if  all  faculties 
can  be  converted  to  Professor  Orton's  view  that  in- 
tellectually, physically,  and  from  the  standpoint  of  dis- 
cipline in  its  broad  sense,  military  training  affords 
"one  of  the  very  best  tools  in  our  whole  educational 
kit."  But  under  the  proposed  plan,  if  not  converted  by 
the  advantages,  they  may  at  least  be  aroused  by  the 
disadvantages  of  not  maintaining  efficient  military  in- 
struction. 

Will  They  Maintain  Efficient  Instruction  in  the  Fu- 
ture?— ^Under  the  present  law  all  of  the  land  grant 
colleges  must  continue  to  maintain  military  instruction 
of  some  sort,  and  we  can  readily  imagine  what  will 
happen  in  the  case  of  that  institution  whose  training  is 
so  poor  that  it  is  excluded  from  the  Officers'  Reserve 
Training  Corps  of  the  United  States!  The  students 
themselves  are  likely  to  make  a  strenuous  appeal  for 
proper  standards  or  else  go  elsewhere  before  they  will 
permit  the  finger  of  scorn  to  be  pointed  at  them  by 
the  more  efficient  student  corps  of  other  colleges. 


ARMS  AND  THE  BOY  187 


Extent  of  Proposed  Course. — It  would,  of  course,  be 
unfortunate  if  any  colleges  were  compelled  by  such 
pr(3ssure  to  devote  so  much  time  to  military  training 
that  the  academic  work  of  the  college  would  suffer. 
There  is  little  likelihood  however  of  the  War  Depart- 
m€int  making  unreasonable  and  oppressive  demands  on 
these  institutions.  The  Department  would  realize  that 
such  a  course  would  at  once  defeat  the  very  purpose 
it  has  in  mind;  that  is,  of  producing  reserve  officers 
in  sufficient  numbers. 

The  Army  War  College  has  suggested  the  following 
as  the  probable  course  of  instruction  for  the  colleges: 

Senior  Division 

Subjects: 

1.  Infantry  Drill  Regulations  ( theoretical  and  prac- 
tical) ;  School  of  the  Soldier ;  School  of  the  Squad ; 
School  of  the  Company  and  School  of  the  Battalion. 

2.  Manual  of  Guard  Duty. 

3.  Field  Service  Regulations;  Service  of  Informa- 
tion; Service  of  Security;  Marches;  Shelter  and  Or- 
ders. 

4.  Tables  of  Organization,  to  include  the  (Com- 
pany) Regiment. 

5.  Small  Arms  Firing  Regulations;  Theoretical 
Pi-inciples;  Estimating  Distances  and  Target  Practise. 

6.  Military  Law  (Manual'  of  Courts-Martial) . 

7.  Topography;  Map  Reading,  and  Road  and  Posi- 
tion Sketching. 

8.  Troop  Leading, 


188  ARMS  AND  THE  BOY 

9.    Military  Policy  and  Military  History. 

10.  Military  Hygiene. 

11.  Field  Engineering. 

Necessary  Discipline  Imparted  in  College  Course. — ' 
Even  though  the  college  gives  the  actual  military  in- 
struction required,  is  the  instruction  sufficient?  Is 
there  not  an  element  of  discipline  that  is  essential  ?  Can 
it  be  secured  from  merely  a  certain  number  of  drills 
per  week? 

Whether  or  not  a  fair  degree  of  this  attribute  of 
military  training  can  be  acquired  in  non-military  col- 
leges depends  largely  on  the  ideals  of  the  institution. 
It  certainly  can  not  be  readily  imparted  ^here  the 
college  ideal  of  student  self  government  is  conceived 
to  mean  that  latitude  which  leaves  the  student  free 
to  break  up  a  show  if  he  does  not  happen  to  like  it  or 
commit  a  miscellaneous  assortment  of  so-called  college 
pranks  ranging  from  petty  larceny  to  manslaughter. 

Of  course,  this  is  stating  the  case  in  somewhat  ex- 
aggerated form,  but  we  do  know  that  there  are  certain 
conceptions  of  individual  student  liberty  that  would 
quite  counteract  the  influences  of  a  fev/  hours  under 
military  instruction. 

Conditions  Under  Which  Disciplinary  Influences  May 
Be  Made  Effective. — ^I  have  talked  with  President 
Thompson  of  Ohio  State  University  on  this  matter, 
and  he  tells  me  that  in  a  university  like  his  own,  where 
college  traditions  call  for  a  generally  law-abiding  spirit 
on  the  part  of  students,  it  has  not  been  difficult  to 
make  the  disciplinary  influences  of  the  military  depart- 


ARMS  AND  THE  BOY  189^ 


ment  carry  over  into  the  general  spirit  and  activities  of 
the  college  to  such  an  extent  as  to  impress  themselves 
permanently  on  individual  students. 

According  Recognition  to  Military  Department.—- 
He  emphasizes  the  fact  that  it  is  absolutely  essential 
that  the  military  course  should  be  accorded  the  full 
recognition  given  to  other  departments. 

H  a  professor  of  another  department  holds  his  stu- 
dents over  for  a  lecture  or  experiment,  making  them 
miss  the  drill  hour,  and  offers  as  an  excuse  the  state- 
ment that  his  work  is  more  important  than  military 
drill,  President  Thompson  tells  the  professor  that  it  is 
not;  a  que^Jion  of  relative  importance ;  it  is  a  question 
of  every  department  being  accorded  the  right  of  non- 
interference from  other  departments. 

Breaches  of  Discipline. — Furthermore,  he  accords  to 
th(i  military  department  the  right  to  conduct  its  work 
in  strict  accordance  with  proper  military  standards. 
Absence  from  drill,  breaches  of  military  discipline  dur- 
ing the  drill  hour  must  not  be  judged  by  the  civilian 
standards  that  may  obtain  in  other  departments,  but 
according  to  military  custom. 

Penalties  inflicted  for  military  delinquencies  by  the 
officer  in  charge  of  the  military  department  are  up- 
held, insubordination  or  indifference  is  not  tolerated, 
and  the  student  is  given  to  understand  that  the  mili- 
tary work  while  it  lasts  is  real,  and  must  be  accorded 
the  same  respect  that  he  would  give  it  were  he  a  sol- 
dier. It  may  be  seen  that  in  imparting  correct  ideals 
of  military  discipline  a  great  deal  will  depend  on  the 


190  ARMS  AND  THE  BOY 

attitude  and  support  of  the  president  of  the  insti- 
tution. 

Obtaining  Effective  Results. — ^Military  departments 
in  the  non-military  colleges,  if  conducted  on  this  basis, 
may  not  produce  quite  the  subconscious  soldierly 
bearing  and  attitude  that  are  attained  in  the  best  es- 
sentially military  institutions,  but  it  will  produce  re- 
sults far  superior  to  those  that  have  heretofore  been 
obtained  in  most  of  the  land  grant  colleges,  and  will 
furnish  a  supply  of  potential  officers,  who,  with  some 
additional  intensive  training  in  summer  camps,  will 
make  officers  vastly  superior  to  most  of  those  who  have 
commanded  our  volunteer  troops  in  past  wars. 

Blame  for  Poor  Work. — The  whole  blame,  however, 
for  poor  military  training  in  the  college  can  not  be  laid 
to  the  college  itself.  The  War  Department  in  the  past 
has  not  concerned  itself  very  greatly  with  these  col- 
leges, or  for  that  matter,  even  with  the  strictly  mili- 
tary schools.  Until  recent  years  there  has  been  too 
much"  of  a  tendency  to  look  contemptuously  upon  all 
such  efforts  as  tin-soldiering,  and  to  fail  to  recognize 
the  returns  to  be  gained  from  a  careful  study  of  the 
special  needs  of  such  institutions.  Therefore  the  De- 
partment must  in  some  measure  share  the  blame  with 
the  indifferent  faculty. 

One  Professor  to  Two  Thousand  Students. — Again, 
what  college  is  there  that  would  attempt  to  conduct 
an  academic  department  numbering  thousands  of 
students  with  just  one  professor?  Yet  at  the  Uni- 
versity of  Illinois  last  year,  with  two  thousand  students 


I 


A  Permanent  Summer  Camp— Culver 


Cadet  Field  Battery  in  Action— Culvei 


ARMS  AND  THE  BOY  191 


in  the  military  department,  there  was  but  one  pro- 
fessor of  military  science  detailed  by  the  government. 
The  fact  that  he  made  a  success  of  the  military  de- 
partment and  placed  his  institution  in  the  distinguished 
class  was  simply  an  indication  of  his  own  remarkable 
ability.  The  new  plan  advocates  the  detail  of  one 
officer  for  each  four  hundred  students  and  several 

non-commissioned  officers  as  assistants. 

I 

Beyond  doubt,  the  question  of  the  personality  of  the 
officer  on  duty  at  the  institution  is  also  a  vital  one. 
Many  officers  have  been  sent  to  such  duty  who  were 
temperamentally  unfit  for  it.  It  may  be  said  *Tf  a  fac- 
ulty is  unsympathetic  or  opposed  to  military  training, 
what  can  the  military  officer  do  ?"  but  look  at  Lieuten- 
ant Edgar  Z.  Steever,  who  converted  the  entire  state  of 
Wyoming — labor  unions,  mothers,  legislature — and  all 
against  their  will,  to  military  training  in  the  high 
schools  of  the  state. 

The  Students'  Interest. — ^Moreover,  it  is  often 
claimed  that  college  students  in  normal  times  lack  in- 
terest in  military  training.  This  is  dependent  to  some 
extent  on  its  character.  Students  everywhere  have 
a  contempt  for  shams.  It  is  not  surprising  that  they 
have  lacked  interest  in  such  training  as  it  has  been, 
for  the  most  part,  conducted  in  the  colleges,  but 
wherever  it  has  been  made  thoroughgoing  and  real  it 
has  not  been  hard  to  enlist  their  interest. 

What  Is  There  in  It  for  the  Student?— In  addition, 
the  student's  interest  in  the  plan  will  naturally  depend 
to  some  extent  on  what  his  obligations  are  and  what 


192  ARMS  AND  THE  BOY 

are  to  be  his  returns.  Unfortunately,  we  are  for  the 
most  part  yet  at  a  stage  in  our  patriotism  where  we 
are  wont  to  ask,  not  so  much  what  I  can  do  for  the 
government,  as  what  the  government  can  do  for  me. 

It  is  proposed  that  the  student  who  is  a  member  of 
one  of  these  units  of  the  Reserve  Officers'  Training 
Corps  shall  place  himself  under  no  obligation  except 
to  perform  the  duties  and  undergo  the  instruction  inci- 
dent to  the  course.  If  he  continues  in  the  course  for 
'four  years,  he  will  receive  commutation  of  subsistence 
for  the  last  two  years.  This  amounts  to  about  eighty 
dollars.  While  the  sum  is  small,  it  will  be  attractive 
to  many  students  of  limited  means. 

On  satisfactory  completion  of  the  course  the  plan 
provides  that  the  student  may  be  commissioned  by  the 
president  of  the  United  States  as  a  reserve  officer  pro- 
vided he  obhgates  himself  for  ten  years  to  respond  for 
service  if  called  on,  and  to  attend  certain  camps  for  a 
more  or  less  brief  period  each  year.  If  commissioned 
as  a  reserve  officer,  he  may  then  be  temporarily  com- 
missioned on  pay  for  six  months  or  a  year  as  a  tem- 
porary second  lieutenant  of  the  regular  army,  and 
thus  round  out  his  training  with  valuable  experience 
with  regular  troops. 

Temporary  Commission. — ^This  temporary  commis- 
sion in  the  regular  army  is  a  most  valuable  feature 
of  the  plan.  It  provides  opportunity  to  test  the 
man's  ability  to  command.  If  the  various  resources, 
such  as  cadet  companies,  non-military  colleges  and 
strictly  mihtary  schools  and  colleges,  are  all  utilized, 


ARMS  AND  THE  BOY  193 


the  temporary  commission  in  the  army  will  give  an 
opportunity  of  testing  the  relative  value  of  such 
agencies. 

It  will  supply  men  to  fill  the  temporary  vacancies — » 
now  a  detriment  to  the  service — of  regular  officers  on 
detached  duty,  and  will  also  enable  the  cream  of  these 
volunteer  officers  to  be  taken  into  the  regular  service 
itself.  In  this  way,  some  very  valuable  officers  may  be 
gained. 

Senior  and  Junior  Units. — Finally,  the  plan  approved 
by  the  War  College  provides  for  both  senior  and  junior 
units — senior  units  for  the  colleges,  and  junior  units 
for  the  secondary  schools.  In  some  instances,  how- 
ever, it  should  be  made  possible  to  form  senior  units 
in  some  of  the  strictly  military  academies,  those  that 
are  known  as  the  "honor  schools,"  with  the  under- 
standing that  no  student  shall  be  included  in  the  same 
who  is  less  than  seventeen  years  of  age. 

It  is  possible  that  the  graduates  of  these  institutions 
may  not  average  over  nineteen  years  of  age.  It  may 
be  necessary  to  hold  over  their  commissions  until  they 
are  twenty-one,  but  it  should  be  remembered  that 
these  cadets  have  received  their  military  training  at 
the  most  impressionable  period,  from  fourteen  to 
eighteen,  and  that  it  has  been  more  intensive  and  effec- 
tive from  the  strictly  military  standpoint,  and  from  the 
standpoint  of  discipline,  than  is  possible  in  most  col- 
leges and  with  their  less  specialized  organization. 

Scope  of  Training  in  Preparatory  Schools. — It  is  also 
to  be  remembered  that  some  of  the  best  soldiers  of  our 


194  ARMS  AND  THE  BOY 

Civil  War  were  very  young  men.  A  few  of  the  pre- 
paratory military  institutions,  such  as  Culver,  provide 
all  the  diversified  military  training  of  West  Point — 
infantry,  cavalry,  artillery,  practical  military  engineer- 
ing— and  are  superbly  equipped.  Culver  alone  last 
year  gave  military  instruction  to  over  eleven  hundred 
boys,  and  graduates  this  year  one  hundred  and  eigh- 
teen well  set-up,  finely  trained  young  soldiers. 

Boys,  who  have  completed  their  high-school  course, 
often  go  to  these  strictly  military  academies  for  the 
thorough  discipline  and  physical  training  they  afford. 
This  means  that  their  graduates  are  unusually  mature. 
These  graduates,  having  already  had  several  years 
of  the  most  intensive  military  training,  probably 
will  not  go  to  colleges  where  such  training  is  required 
of  them,  especially  since  it  is  but  a  repetition  of  what 
they  have  already  received  in  more  intensive  form. 

Special  Insignia. — Another  feature  of  the  proposed 
plan  for  units  of  the  reserve  Officers'  Army  Corps  in 
the  schools  and  colleges,  the  value  of  which  will  be 
fully  appreciated  only  by  those  who  understand  the 
psychology  of  the  boy,  is  the  provision  of  a  special  in- 
signia, which  students  in  the  Reserve  Officers'  Training 
Corps  will  be  permitted  to  wear. 

A  Feasible  and  Economical  Plan. — The  Reserve 
Officers'  Training  Corps,  as  briefly  outlined,  seems  to 
offer  a  feasible  and  economical  plan  for  the  production 
of  volunteer  officers.  It  has  the  approval  of  the  officers 
of  the  army  who  know  at  first  hand  the  work  the  col- 
leges are  doing ;  namely,  the  college  board  of  the  Army 


ARMS  AND  THE  BOY 


195 


War  College.  A  similar  reserve  corps  in  the  English 
schools  and  colleges  has  proved  its  efficiency  in  the 
stern  test  of  war. 

With  a  quota  of  reserve  officers  trained  in  this  man- 
ner, with  some  systematized  training,  largely 
physical,  in  the  public  schools,  and  with  a  system  of 
summer  camps  to  utilize  for  general  military  training 
that  largely  waste  product,  the  vacation  of  the  boy  of 
high-school  age,  we  should  go  far  toward  solving  the 
problem  of  a  citizen  really  trained  and  accustomed  to 
the  use  of  arms. 


QUESTIONNAIRE  SENT  OUT  IN 
GATHERING  MATERIAL 

Among  the  most  interesting  and  thoughtfully  an- 
swered questionnaires  which  were  returned  to  me  was 
one  from  an  officer  of  the  army  who  for  several  years 
directed  the  work  of  the  cadets  in  the  California  high 
schools.  This  officer  has  given  much  study  to  the 
question  of  military  training  and  has  enjoyed  the  op- 
portunity of  carrying  on  this  study  not  only  in  our 
own  country,  but  also  in  Germany  and  Switzerland.  I 
have  felt  that  I  could  not  give  a  better  summing  up  of 
this  book  than  to  add  this  questionnaire  in  its  original 
form  with  answers  to  it  by  the  officer  referred  to,  Cap- 
tain W.  B.  Burtt,  of  the  Twentieth  United  States  In- 
fantry. 

A  STUDY  OF  MILITARY  INSTRUCTION  IN 
SCHOOLS 

L  Its  Value  as  Instruction.  ^I^V 

1.  What  Value  Has  It? 

(a)  Mentally.  It  causes  better  coordina- 
tion of  mind  and  body  than  any  kind  of  ath- 
letics. Inculcates  firmness  and  decision  to  the 
character. 

(b)  Physically,  Causes  more  erect  carriage 

196 


^ 


ARMS  AND  THE  BOY  197 


of  the  body.    Gives  strength  and  directness  to 
all  movements. 

(c)  As  a  preparation  for  military  service. 
Real  military  work  for  men  can  be  completed 
in  one-third  the  time  necessary  to  instruct 
raw  material.  Witness  the  Swiss  system  of 
school  work  first,  then  short  service.  (Theirs 
is  too  short,  and  they  admitted  it  to  me  last 
year.) 

2.  What  special  qualities  of  mind  and  body  does 
it  produce? 

Obedience  to  law  and  authority. 

Calmness  and  decision  in  character. 

Quick  thinking  and  alertness  of  mind; 
strength,  directness  and  precision  of  move- 
ment. 

3.  Can  these  be  obtained,  only  from  military  in- 
struction or  are  there  other  methods  by 
which  these  results  can  be  secured?  For 
instance,  physical  exercises  for  physical 
benefits. 

I  know  of  no  other  way.  Athletics  and  phy- 
sical training  help  certain  muscles.  Once  in  a 
while  we  see  an  all  round  athlete  developed 
physically.  He  is  usually  a  **Gym  Fiend"  and 
may  or  may  not  be  a  good  student.  The 
chances  are  he  devotes  too  much  time  to  phy- 
sical training. 

4.  Do  the  records  show  that  students,  so  trained, 
join  the  militia? 


198  ARMS  AND  THE  BOY 

No,  not  in  as  great  numbers  as  they  should. 
That  is  due  to  their  youth,  objections  of  par- 
ents, and  to  the  fact  they  go  away  to  college. 
Also,  service  in  the  militia  is  not  made  as 
attractive  for  them  in  some  cases  as  it  should 
be.  However,  some  of  the  most  promising  com- 
panies in  the  militia  have  all  the  high-school 
students  in  them  that  are  permitted  by  their 
parents  to  join.  It  is  very  promising  material 
for  officers  of  the  militia.  If  officers  of  the 
militia  were  appointive  and  not  elected  by  the 
men,  I  think  a  larger  number  of  these  school 
cadets  could  be  got  into  the  militia.  In  fact, 
federalization  of  the  militia  would  cure  all  the 
defects  I  know  of  in  that  system. 
^   11.  Its  Merits  as  a  System  of  Discipline. 

5.  What  advantage  does  it  have  over  the  usual 
system  employed  in  schools  ? 

I  do  not  believe  there  is  any  comparison  be- 
tween the  two.  Its  advantage  is  that  there  is 
at  bottom  of  all  military  instruction,  the  basic 
idea  of  obedience  to  law  and  constituted  au- 
thority. The  modern  school  idea  is  that  the 
reason  (embryonic  in  boys  of  high-school  age)^ 
is  supposed  to  guide  them.  It  doesn't.  Mili- 
tary discipline  substitutes  for  the  boy's  reason, 
the  combined  and  coordinated  rules  and  regu- 
lations for  his  conduct,  based  on  the  reason  of 
older  and  experienced  teachers,  officers  and  in- 
structors. 


ARMS  AND  THE  BOY  199 

So  long  as  a  boy  exhibits  all  the  characteris- 
tics of  a  young  animal,  I  do  not  believe  it  is 
safe  to  trust  him  to  his  own  devices.  On  the 
other  hand,  I  do  not  believe  in  the  blind  obedi- 
ence caused  by  fear  of  such  dire  punishments 
that  the  will  to  think  for  one's  self  is  broken. 
I  believe  there  is  a  very  great  difference  be- 
tween wholesome  respect  for  law  and  author- 
ity with  complete  obedience  to  the  proper  su- 
periors, and  the  blindness  of  compliance  with 
^  unreasonable  rules  and  orders. 

6.  For  an  ordinary  school  is  it  better  than  a  sys- 
tem which  tries  to  train  its  students  to  act 
with  reason  as  a  basis  rather  than  unquestion- 
ing obedience  ? 

It  is,  in  my  opinion,  the  only  method  for 
training  youth  into  habits  of  respect  for  law 
and  authority.  I  am  sure  anarchy,  violent  so- 
cialism, riotous  assemblages  and  individual  acts 
of  violence  are  directly  traceable  to  the  substi- 
tutions of  individuals'  reason,  for  a  regulated 
and  systematized  habit  of  respect  for  law  and 
authority  inculcated  in  youth. 

7.  Does  it  produce  the  feeling  of  restriction  among 
the  students  and  cause  them  to  break  violently 
away  from  restraint  when  out  of  its  control  ? 

I  do  not  think  so.  It  is  my  opinion  that  in- 
culcation of  a  right  soldierly  spirit  along  with 
the  military  discipline  will  obviate  any  such 
thing. 


■>' 


200  ARMS  AND  THE  BOY 


My  observation  leads  me  to  say  that  colleges, 
schools  and  assemblages  of  students  not  accus- 
tomed to  military  control  and  discipline,  when 
entirely  free  of  restraint  are  far  more  lawless, 
and  inclined  to  far  more  invasions  of  private! 
rights  than  the  same  numbers  of  cadets  and 
youths  accustomed  to  military  control. 
Is  it  true  military  trained  men  do  not  readily 
submit  to  less  vigorous  control  and  that  they 
poorly  obey  civil  law? 

If  you  mean  that  a  soldier  has  less  patience 
with  the  laws'  delays,  that  he  moves  with  di- 
rectness upon  his  object,  and  that  he  looks  with 
disdain  upon  weakness,  vacillation,  pusillanim- 
ity, then  I  unhesitatingly  say  "yes."  But  it  is 
my  opinion  that  no  men  trained  in  military 
discipline  wall  ever  be  found  opposed  to,  or  in- 
clined poorly  to  obey,  the  civil  law.  But  on  the 
contrary,  will  be  found  to  be  its  stanchest 
defenders.  In  my  experience,  I  know  of  no 
cases  of  men,  trained  in  real  soldierly  habits, 
who  did  not  readily  submit  to  any  sort  of  prop-  ^ 
erly  constituted  control,  no  matter  how  much 
less  vigorous  it  might  be. 
Does  it  produce  especially  in  the  officers,  an  ex- 
aggerated sense  of  their  importance? 

No,  only  in  exceptional  cases.  Any  one  any 
where  may  get  a  "swelled  head."  My  experi- 
ence with  cadet  officers  leads  me  to  think  that 
the  military  authority  they  have,  helps  and 


ARMS  AND  THE  BOY  201 


stimulates  them  to  become  real  leaders  and  to 
bring  out  certain  latent  powers  and  character- 
istics, that  too  often,  envy,  malice,  or  unchari- 
tableness  might  say,  was  an  exaggerated  sense 
of  their  own  importance. 

Proper  instruction  and  individual  talks,  on 
the  part  of  the  commandant,  or  teachers,  will, 
ordinarily,  take  all  that  out.  It  is  not  at  all 
general  and  occurs  only  in  cases  here  and  there. 
Sense  of  worth  and  proper  belief  in  one's  indi- 
vidual importance  are  necessary  and  a  most  de- 
sirable asset  of  character  in  any  person.  It  is 
not  my  observation  that  cadet  officers,  as  a 
class,  are  at  all  set  up,  by  the  fact  of  their 
commission,  in  any  exaggerated  sense. 

10.  Does  it  produce  the  form  of  obedience  without 
developing  the  spirit  of  obedience  ? 

I  think  it  is  impossible  to  have  the  **form 
without  some  of  the  "spirit"  The  question  of 
how  much  of  the  spirit  is  instilled,  is  hard  to 
answer.  The  character  of  principal,  command- 
ant and  of  all  officers,  contributes  to  the  sum 
total  of  how  much  spirit  is  inculcated.  Human 
institutions  to  a  very  large  extent  are  the 
lengthening  shadows  of  some  one  man. 
III.  Extent  to  Be  Used. 

11.  Should  it  be  used  only  where  the  military  sys- 
tem can  be  in  force  in  the  buildings  and  on  the 
field  all  the  time? 

No.     Drill  and  military  instruction  can  be 


202  ARMS  AND  THE  BOY 

successfully  carried  on  where  there  is  no  other 
discipline.  It  makes  a  fine  contrast.  The  petty 
ignobleness  of  the  lack  of  discipline  is  brought 
into  sharp  relief,  to  see  for  an  hour  a  day,  even, 
what  a  change  can  be  brought.  Of  course  only 
the  greatest  success  is  achieved  where  all  ideas 
of  discipline,  instruction  and  training  are  in 
harmony. 

12.  Or  can  it  be  used  successfully  as  a  part  of  a 
dual  system  giving  military  instruction  and 
having  military  control  on  the  field  and  hav- 
ing the  regular  system  in  force  in  the  class 
room  and  dormitories? 

There  are  no  dormitories  with  high  schools, 
so  that  feature  is  left  out.  But  I  have  seen  the 
wholesome  leaven  of  military  discipline  per- 
meate a  whole  school,  till  even  men,  and  women 
teachers,  wholly  opposed  to  the  military  fea- 
ture, gradually  took  on  some  of  its  features. 
Promptness,  decision  and  precision,  and  intol- 
erance of  lateness  and  laxness.  They  could 
see  and  imitate  only  the  form;  they  could  not 
see  or  understand  the  spirit. 

J.3,  Will  the  regular  system  seem  weak  or  the  mill-  | 
tary  system  irksome  under  a  double  system? 

Nothing  better  shows  how  weak  and  inade- 
quate the  ordinary  system  is,  than  to  introduce 
military  drill  into  one  of  the  ordinary  type  high 
schools.  It  quickens  and  electrifies  the  whole 
life  of  the  school.    To  some  boys,  the  military 


ARMS  AND  THE  BOY  203 


system  will  be  irksome ;  they  need  it  most.  It 
is  a  pity  it  could  not  be  made  more  irksome  to 
that  class. 

14.  Should  it  be 

(a)  Absolutely,  or 

(b)  Semi-compulsory  with  excuse  on  request 
from  parents  ? 

Of  course  it  may  be  difficult  not  to  excuse 
some  upon  request  of  parents.  But  every  ex- 
cuse is  a  dead  weight  and  they  should  be  as 
few  as  possible.  Nothing  is  better  than  to 
have  any  system  of  instruction,  equal  and  uni- 
versal upon  all. 
Xc)  Voluntary? 

Never.  The  words  "voluntary'*  iand  *'mz7i- 
tanj"  can  not  possibly  exist  side  by  side.  They 
ought  not  to  be  in  the  same  dictionary. 

15.  At  what  grade  in  school  can  military  instruc- 
tion advantageously  be  begun? 

The  first  year  of  high  school.  What  is  called 
ninth  grade  in  some  schools.  Though  it  would 
not  hurt  to  be  introduced  in  the  eighth  grade, 
in  order  to  touch  some  boys  who  never  go  to 
high  school,  or  college. 

16.  At  what  time  of  day  can  military  instruction 
be  best  given? 

(a)  In  school  hours? 

Always  during  school  hours,  preferably  in 
the  middle  of  the  day.  For  one  single  hour — i 
the  most  satisfactory  is  from  eleven  to  twelve. 


204  ARMS  AND  THE  BOY 

(b)  After  school  hours? 

Never  after  nor  before.  For  the  reason  that 
advantage  is  taken  to  be  late,  or  to  omit  it  alto- 
gether. It  should  be  so  arranged  as  to  make 
a  grateful  outdoor  recess  in  the  midst  of  class- 
room work.  This  refers,  of  course,  to  the  or- 
dinary public  high  school. 
IV.  Its  Other  Advantages  and  Disadvantages. 

17.  What  is  the  effect  on  initiative  of  students  ? 

My  observation  is  that  it  increases  the  ini- 
tiative of  all  students  who  take  any  interest  in 
the  work.  I  have  talked  with  numbers  of  in- 
structors who  assured  me  they  knew  it  benefit- 
ed the  young  men  and  boys  under  them, 

18.  What  is  the  effect  on  athletics  ? 

It  is  better  than  any  form  of  athletics  on  ac- 
count of  the  fact  that  it  reaches  all. 

19.  Is  it  a  substitute  for  athletics? 

It  is  not  a  substitute,  because  it  does  not  take 
the  place  of  the  games  by  teams.  It  supple- 
ments the  work  of  individuals  on  the  teams.  It 
is  the  best  form  of  athletic  training,  if  proper 
attention  is  paid  to  athletic  work  in  connection 
with  the  drill. 

For  boys,  a  great  deal  more  work  in  what 
might  be  termed  Military  Gymnastics  should 
be  done  and  less  of  formal  drill,  and  thus  bring 
out  the  gymnastic  values  rather  than  formal 
military  values. 


ARMS  AND  THE  BOY 


205 


20.  Does  it  work  well  in  co-educational  schools? 

Yes.  I  think  it  a  very  beneficial  part  of  co- 
educational work.  Note  articles  on  Steever's 
work  in  Wyoming  high  schools.  It  never  fails 
to  interest  and  attract  the  eternal  feminine. 
That  factor  should  be  used  for  its  full  bene- 
ficial value  and  not  discountenanced. 

21.  What  is  the  relation  of  the  girls  to  the  system  ? 

Am  not  prepared  to  offer  any  special  remark 
on  that,  but  Lieutenant  Steever's  work  in  Wyo- 
ming developed  this  feature. 

22.  Do  students  like  it? 

Yes  and  no.  Some  do,  some  don't.  But  in 
general,  the  great  majority  who  feign  dislike, 
are  not  really  opposed  to  it.  The  net  result  in 
my  experience  is,  that  a  majority  like  it. 


APPENDICES 


APPENDIX  I 
su(;gestions  for  starting  drill  in  schools  where 

MILITARY    instruction     HAS    NOT 
PREVIOUSLY  BEEN  GIVEN 

The  following  suggestions  may  prove  helpful  in 
gi\ing  rudimentary  instruction  in  drill,  where  there  is 
only  one  instructor,  all  students  are  ignorant  of  the 
drill,  a  considerable  number  must  be  instructed  at  one 
and  the  same  time,  and  the  instructor  does  not  yet 
know  the  cadets  by  name. 

These  suggestions  have  been  prepared  by  Captain  H. 
F.  Noble  of  the  Tactical  Staff  of  the  Culver  Military 
Ac  ademy  and  have  worked  well  in  practise. 

TO  BEGIN  THE  WORK 

Preparation  of  Equipment. — Before  the  opening  of 
school,  have  built  in  front  of  the  space  to  be  used  for 
prehminary  work  a  platform  six  by  eight  feet,  four  and 
a  half  feet  high,  with  a  hip-high  rail  at  the  back. 
Twenty  feet  in  front  of  the  platform  and  parallel  to  its 
front  have  a  chalk  line  on  the  ground  sixteen  yards 
long,  its  center  in  front  of  the  center  of  the  platform. 
Parallel  to  this  line  have  other  lines  of  the  same  length, 
one  hundred  and  four  inches  apart  and  sufficient  in 

209 


210  ARMS  AND  THE  BOY 

number  to  accommodate  all  cadets  under  instruction, 
allowing  eight  cadets  to  the  line. 

These  lines  should  be  renewed  once  or  twice  and 
can  be  made  by  dissolving  hydrated  lime  in  water  and 
pouring  it  from  the  spout  of  a  sprinkling  can  with 
the  sprinkler  removed.  This  does  not  injure  grass.  Do 
not  use  too  much  lime  and  have  the  work  done  in  the 
forenoon  if  the  drill  is  in  the  afternoon. 

Furnish  each  cadet  with  a  number  similar  to  those 
used  by  athletic  teams ;  to  be  worn  on  breast  of  blouse 
or  shirt  during  preliminary  drills.  This  number  en- 
ables the  instructor  to  identify  cadets  for  correction, 
etc.,  until  he  learns  their  names. 

Starting  the  Instruction. — ^The  instructor,  provided 
with  a  "Kinglet"  whistle  and  a  small  megaphone,  hav- 
ing assembled  the  cadet  body,  mounts  platform  and 
sounds  whistle.  It  is  almost  certain  silence  will  fol- 
low. Improve  opportunity  to  explain  that  blast  of 
whistle  micst  be  followed  by  instant  silence  and  atten- 
tion. 

Place  cadets  having  numbers  from  one  to  eight  on 
the  first  chalk  line  facing  the  stand  and  have  them 
extend  arms  laterally  until  finger-tips  barely  touch. 
This  will  fill  the  first  line.  Have  other  cadets  take 
their  places  on  chalk  lines  in  series  of  eight  directly 
behind  those  already  formed,  the  second  line  contain- 
ing numbers  from  nine  to  sixteen,  the  third  line  seven- 
teen to  twenty-four,  etc.  At  the  first  sign  of  disorder 
or  rush,  sound  whistle  and  caution  against  confusion. 

As  soon  as  the  men  are  placed,  begin  instruction  in 


Signaling  with  Wigwag  Flag— Culver 


Panoramic  Sketching— Culver 


ARMS  AND  THE  BOY  211 

salutes,  facings,  right  step,  left  step  and  calisthenic 
exercises. 

There  should  be  frequent  rests,  called  to  attention  by- 
whistle  blast.  To  dismiss  the  cadets,  cause  first  line 
to  face  to  right  or  left  and  march  off  the  chalk  line 
and  fall  out  when  clear.  Have  second  line  advance  to 
position  of  first,  face  and  march  off;  continue  until  all 
have  been  dismissed. 

Subsequent  Instruction. — ^The  second  day  have  men 
take  places  as  before.  Continue  instruction  in  foot 
mo^^ements  and  give  instructions  in  kneeling  and  lying 
down.  On  the  second  or  third  day,  depending  upon 
progress,  have  the  four  men  on  the  left  of  each  line 
cover  the  first  four  at  a  distance  of  forty  inches.  Cause 
them  to  "count  off"  and  explain  the  organization  and 
function  of  the  squad. 

I]xplain  and  cause  them  to  deploy  as  "skirmishers" 
and  to  assemble  at  the  halt  until  relative  position  of 
front  and  rear  rank  are  clearly  understood.  Have  the 
men  spring  promptly  into  position.  Put  the  emphasis 
on  "pep"  from  the  beginning.  Have  the  "rear  rank" 
men  exchange  places  with  the  front  rank  and  repeat. 
Vary  with  kneeling,  lying  down,  etc.,  and  with  calis- 
thenics. Explain  the  reasons  for  deploying  squad  and 
its  use  in  battle. 

Squad  Movements. — For  the  next  drill  form  as  before 
in  column  of  squads;  explain  "squads  right"  and 
"s(iuads  left."  Cause  movements  first  to  be  executed 
by  one  squad  at  a  time  and  then  together  at  command. 
No  great  degree  of  accuracy  can  be  expected  at  first. 


212  ARMS  AND  THE  BOY 

Now  explain  column  right  and  column  left.    Hav< 
markers  placed  or  station  cadets  at  turning  points  an( 
at  first  trial  put  one  squad  at  a  time  in  motion  and  have^ 
it  change  direction  at  the  indicated  points  which  should 
be  arranged  to  bring  the  squad  back  abreast  of  its 
original  position  in  front  of  instructor.   Then  put  entire 
column  in  motion,  marching  it  around  the  four  sides 
of  the  rectangle,  changing  direction  at  points  indicated 
by  markers  and  halting  the  column  frequently  to  cor- 
rect distances,  and  caution  cadets  about  maintaining 
these  distances  accurately.    If  possible,  use  a  drum  h 
give  cadence  in  this  preliminary  marching. 

Special  Drills  for  Squad  Leaders. — By  the  first  Satur- 
day the  instructor  will  have  noted  boys  who  are  alert, 
interested  and  quick  to  learn.  Here  is  one  value  of  the 
number.  From  his  elevation  the  instructor  can  deter- 
mine these  individuals  and  make  a  note  of  their  num- 
bers. 

An  order  should  be  published  on  Friday  before  re- 
call, directing  these  selected  men,  designated  by  num- 
ber, to  report  at  certain  hours  on  Saturday  for  special 
instruction  in  squad  drill.  It  is,  of  course,  advisable  to 
have  but  one  squad  of  the  men  under  instruction  at  a 
time.  It  would  be  well  to  impress  upon  these  selected 
cadets  that  they  have  been  unconsciously  competing 
with  the  entire  body  and  that  they  are  now  competing 
with  one  another  for  positions  as  assistant  instructors 
or  squad  leaders  who,  when  finally  chosen,  will  wear 
the  emblem  of  their  office. 

On  Monday  the  announcement  might  be  made  that 


I 


ARMS  AND  THE  BOY  213 


the  competition  for  squad  leadership  is  open  to  the 
entire  body,  that  all  have  a  chance  at  it.  Part  of  Tues- 
day's drill  might  be  squad  drill  under  the  temporary 
leaders.  On  Wednesday  or  Thursday,  if  the  instructor 
deems  it  advisable,  he  might  make  the  first  appointment 
of  leaders,  and  after  drawing  lots  for  order  of  choice, 
have  the  leaders  choose  their  squads. 

Form  these  squads  in  columns  and  announce  that 
the  composition  of  squads  and  their  relative  position 
in  column  will  hold  until  otherwise  directed.  Have  each 
squad  marched  off  and  dismissed  separately  by  its 
leader  to  accustom  him  and  his  men  to  his  leadership. 

At  the  next  formation,  have  squads  form  in  the  same 
rektive  order  but  in  line,  and  have  leaders  report  their 
squads.  Teach  the  squads  to  "count  off"  in  sequence. 
Teach  company  to  "take  distance."  Give  calisthenics 
in  -his  position.  Practise  column  right  and  left  and 
forming  and  dressing  the  line. 

Issue  of  Rifles. — Rifles  should,  of  course,  be  issued 
as  soon  as  cadets  have  acquired  a  fair  degree  of  pro- 
fici(3ncy  in  marching.  Elementary  nomenclature  and, 
especially,  instruction  in  the  care  of  rifle  should  be 
given  without  delay,  impressing  upon  the  cadets  the 
pride  the  soldier  should  always  take  in  the  care  of  his 
rifle. 

I^Ianual  of  Arms. — ^The  instructor  from  platform  with 
rifle  in  hand  can  teach  the  manual  of  arms  to  the  en- 
tire corps  with  some  assistance  from  squad  leaders 
who  have  received  a  little  advance  instruction.  After 
details  are  learned  cadets  may  be  required  to  count  out 


214  ARMS  AND  THE  BOY 

loud  in  order  to  secure  cadence  while  executing  the 
manual.  The  instructor  will  of  course  insist  upon  lots 
of  snap,  having  the  cadets  slap  pieces  but  avoid  pound- 
ing them  in  coming  to  order  arms.  It  will  be  well  to 
avoid  keeping  cadets  at  the  manual  too  long  at  a  time 
and  to  vary  with  marching.  Company  movements  in 
close  and  extended  order,  fire  control,  target  designa- 
tion, etc.,  will,  of  course,  follow  in  natural  sequence 
after  these  preliminary  drills.  Of  all  things,  monotony 
is  to  be  avoided.  The  cadet's  interest  in  to-day's  drill 
is  best  maintained  when  as  unlike  yesterday's  as 
possible. 

INDOOR  INSTRUCTION  IN  BAD  WEATHER 

The  following  expedients  may  prove  helpful  in  giv- 
ing instruction  to  large  numbers  indoors.  By  the 
means  suggested,  the  writer  has  taught  indoors  the 
elements  of  both  panoramic  and  topographical  sketch- 
ing to  classes  of  as  many  as  fifty  cadets  at  a  time.  He 
has  found  sketching  to  be  something  in  which  the 
cadets  take  a  great  deal  of  interest  and  acquire  con- 
siderable proficiency,  even  those  who  protest  at  first 
that  they  "don't  know  how  to  draw." 

Panoramic  Sketching. — ^For  panoramic  sketching  a 
Harge  conventional  sketch  is  displayed.  The  sketch 
should  be  on  "chalk-talk"  paper  about  three  and  one- 
half  by  five  feet. 

The  class  is  seated  with  the  first  row  about  ten  feet 
distant.  At  first  a  ruled  writing  tablet  is  used.  Have 
^hem  hold  the  tablet  so  that  the  lines  are  vertical  and 


I 


/^'  Reference  Point. 
'B  b5'  Onenfotion  Marks. 
Dots  on  upper  ec/ge 
or  tablet,  re  to  five  po- 
sition of  sa/ienT  cfnd 
re- en  tron  t  angle,  s . 


Illustration  of  method  of  teaching  panoramic  sketching  to 
classes  indoors.     See  Appendix  I. 


I 


ARMS  AND  THE  BOY  215 

at  the  upper  edge;  near  each  end  of  the  sheet  have 
them  draw  a  small  arrow-head  with  the  point  touching 
edge  of  paper.  Near  center  of  sheet  draw  a  line  across 
tablet  at  right  angles  to  ruling.  Do  not  permit  cadets 
to  use  straight  edge,  but  make  them  "tease"  the  line 
across,  using  short  strokes. 

The  instructor  should  indicate  a  "reference  point"  or 
"orientation  point"  near  horizon  and  left  end  of  his 
conventional  sketch  and  should  explain  and  point 
out  the  salient  and  re-entrant  angles  of  the  horizon. 

^Tie  instructor  should  now  tack  a  three  and  a  half 
by  five  foot  sheet  of  paper  on  the  easel  with  its  top 
edge  about  eighteen  inches  below  the  horizon  on  the 
conventional  sketch  and  sketch  arrow-heads  on  this 
sheet  and  a  line  across  the  center  and  light  vertical 
lincis  spaced  about  four  inches  apart,  making  his  large 
sheet  resemble  the  ruled  ones  in  possession  of  cadets. 

Method  of  Drawing  to  Scale. — ^Instruct  the  students 
to  hold  their  tablets  in  one  hand  at  arm's  length,  edge 
horizontal,  ruled  lines  vertical  and  tell  them  to  bring 
the  left  arrow-point  to  bear  on  the  "reference  point" 
on  instruction  sketch  and  keep  it  there.  Tell  them  to 
dot  in  on  the  upper  edge  of  this  paper  the  apex  of  each 
salient  of  the  horizon.  The  instructor  illustrates  this 
on  his  own  sheet  with  charcoal. 

Now  directly  below  the  apex  marks  on  the  margin 
of  the  paper,  and  using  the  horizontal  line  across  the 
center  of  the  sheet  as  a  reference  line,  have  them  lo- 
cate the  salients  with  reference  to  their  heights  in  the 
original,  alcove  or  below  the  reference  line,  and  sketch 


216  ARMS  AND  THE  BOY 

the  shape  of  the  salient  in  part  for  later  identification, 
pointing  the  "points"  and  rounding  the  "rounds." 

With  the  arrow-point  again  on  or  directly  below  the 
"reference  point"  on  the  original  sketch,  have  them  dot 
in  on  the  margin  of  the  paper  the  apex  points  of 
the  re-entrants  as  in  the  case  of  the  salients.  Sketch 
the  re-entrants  with  relation  to  the  horizontal  line, 
causing  the  cadets  to  proceed  with  you. 

Have  the  cadets  connect  the  salients  and  re-en  fcrants 
with  lightly  sketched  lines  and  then  at  once  have  them 
proceed  to  middle  distance  features  in  the  same  man- 
ner. Keep  working  on  your  own  sketch  and  they  will 
imitate  your  method. 

Omit  Foreground  on  First  Sketch. — ^Have  no  fore- 
ground during  the  first  lesson.  Permit  no  shading, 
only  outlines  of  trees,  crests,  buildings,  etc.  In  mak- 
ing your  own  conventional  sketch  it  is  better  to  adhere 
to  hill  forms  for  extreme  distances  and  hill  and  con- 
ventional forest  forms  for  middle  distances  in  the 
first  lesson.  The  cadets  will  probably  reproduce  the 
instructor's  sketch  with  exaggerated  vertical  distances 
but  the  horizontal  distances  in  proportion  to  the  dis- 
tance of  the  sitter  from  the  easel. 

Constructive  Criticism  is  Most  Ejffective. — Now  ex- 
amine the  sketches  with  criticism  of  the  encouraging 
variety.  This  work  consumes  about  one  hour  of  time. 
Another  day,  prepare  a  slightly  more  difficult  sketch 
but  proceed  in  the  same  manner.  Emphasize  the  fact 
in  reference  to  foreground  that  the  sketch  is  the  ene- 
my's position  and  that  trees,  telegraph  poles,  etc.,  in 


ARMS  AND  THE  BOY  217 


P 

I  the  immediate  foreground  have  no  part  in  it.  After 
'  four  of  five  lessons,  have  them  do  sketching  out-of- 
doors  and  turn  in  the  sketches  for  points. 

Special  Ruled  Paper  Should  be  Used. — Sketching 
pads  may  be  obtained  from  the  United  States  School 
of  Musketry,  Fort  Sill,  Oklahoma,  or  from  the  Culver 
Citizen,  Culver,  Indiana.  They  are  especially  ruled  for 
panoramic  sketching  to  mil  scale.  A  hole  is  punched 
through  the  top  edge  of  the  Culver  tablet.  A  cord  is 
threaded  through  this  knotted  at  twenty  inches  to  give 
correct  distance  at  which  to  hold  tablet  from  eye. 

iNear  the  center  of  the  sheet  are  four  horizontal 
lines,  also  one-half  inch  apart.  They  determine  the 
vertical  limits  of  the  average  sketch. 

Much  emphasis  is  at  present  being  laid  on  this  sub- 
ject in  the  army.  All  boys  try  more  or  less  to  draw 
as  evidenced  by  their  text-books.  After  they  master 
the  rudiments  their  progress  will  largely  take  care  of 
itself.  Panoramic  sketching  arouses  an  interest  in 
topographical  sketching. 

Topographical  Sketching. — ^Instruction  in  topograph- 
ical sketching  is  begun  in  much  the  same  manner. 
A  large  sketch  of  a  landscape,  say  east  of  a  north  and 
south  road,  is  used  on  the  easel.  At  the  left  of  the 
foreground  a  picture  of  a  plane  table  is  drawn  by  the 
instructor  on  the  paper.  A  line  is  drawn  on  the  picture 
of  the  plane  table  in  the  direction  the  sketcher  is  to 
proceed.  A  point  in  this  line  is  assumed  as  the  posi- 
tion of  the  sketcher.  From  this  point  a  straight  edge 
is  laid  on  features  of  the  pictured  landscape  and  a  line 


218  ARMS  AND  THE  BOY 

drawn  in  that  direction  on  the  representation  of  the 
plane  table. 

A  second  plane  table  is  then  sketched  near  the  right- 
hand  edge  of  the  paper  on  the  easel  and  the  traverse 
and  other  lines  drawn  on  the  plane  table  on  the  left 
are  reproduced.  A  second  point  is  assumed  as  the  new 
position  of  the  sketcher,  and  as  before  lines  are  drawn 
in  the  direction  of  features  previously  sighted  on,  and 
their  location  determined  by  the  intersections.  Con- 
siderable explanation,  stripped  of  technicalities,  is  used 
in  connection  with  this  illustration.  The  cadets  are 
required  to  make  notes. 

The  Pace  Scale.- — The  matter  of  scales  is  then  taken 
up  with  especial  emphasis  on  the  pace  scale  as  being 
the  only  medium  of  measurement  which  the  sketcher 
can  depend  on,  under  hard  service  conditions. 

The  cadets  are  instructed  to  walk  a  one  hundred  and 
ten  yard  course  a  dozen  times  unaccompanied,  and  to 
assume  the  mean  of  these  trips  as  giving  their  indi- 
vidual average  in  numbers  of  steps  for  that  distance. 
They  construct  working  scales  based  on  this  data  as 
well  as  other  scales. 

One  advantage  of  a  one  hundred  and  ten  yard  base  is 
that  the  sketcher  who  is  without  a  scale  can  make  one 
of  a  piece  of  paper  at  any  time.  Fold  the  sheet  length- 
wise for  stiffness  and  he  has  a  straight  edge.  What- 
ever its  length,  assume  it  to  be  a  mile,  fold  it  lightly 
and  mark  center  of  folded  edge  and  regard  each  half 
as  eight  hundred  and  eighty  yards.  Fold  one  half 
lightly  and  mark  its  center.    This  gives  four  hundred 


<"*->». 


The  Sand  Table — Culver 
Interesting  form  of  instruction  in  which  scouring,  patrolling  and 
even  military  sketching  are  taught 


The  War  Game — Culver 
This  can  be  made  a  very  interesting  form  of  competition  and  has 
been  used  by  Lieutenant  Steever  in  his  work  in  Wyoming.     A 
large  map  with  colored  beads  to  represent  contending  forces  is 
used.     It  is  a  fine  mental  as  well  as  military  exercise. 


ARMS  AND  THE  BOY  219 


and  forty  yards.  Again,  and  the  measurement  is  two 
hundred  and  twenty.  One  hundred  and  ten  can  be 
marked  off  by  eye.    Also  fifty-five. 

These  are  easy  units  to  work  with  after  a  little  prac- 
tise, and  fair  sketches  can  be  made  with  such  a  scale 
which  can  be  reduced  to  a  standard  scale  when  the 
sketcher  is  again  where  a  standard  scale  is  procurable. 
Oi;  course,  without  a  slope  board  or  clinometer,  con- 
touring is  wholly  a  matter  of  estimating. 

After  the  making  and  reading  of  scales  is  mastered 
by  the  cadets  and  considerable  practise  had  in  sketch- 
ing in  plane,  the  instructor  will  take  up  contours  and 
vertical  intervals,  illustrated  by  chalk  diagram.  The 
student  is  required  to  make  full  notes.  The  scale  of 
map  distances  or  "slope  scale"  and  the  slope  board  and 
clinometer  come  next. 

Written  recitations  are  now  made  by  each  cadet  from 
his  own  notes.  These  are  gone  over  carefully  and  any' 
misconception  corrected  by  individual  instruction. 

The  Sand  Table. — The  sand  table  may  be  used  to 
excellent  advantage  in  teaching  indoor  sketching.  The 
table  used  at  Culver  is  six  by  eight  feet  and  three 
inches  deep.  The  instructor  models  in  the  sand  a  piece 
of  imaginary  terrain  with  hills,  ravines,  roads,  bridges, 
houses,  fences,  telegraph  lines,  etc.  Small  blocks  with 
windows  marked,  make  good  houses.  A  few  tiny  sticks 
lashed  together  furnish  the  bridges,  matches  protrud- 
ing one-half  inch  represent  fence  posts,  while  matches 
with  the  heads  up  are  telegraph  poles. 

With  a  plane  table  set  up  against  the  edge  of  the 


'220  ARMS  AND  THE  BOY 

sand  table  at  one  end  of  the  long  dimension,  the  in- 
structor may  proceed  to  sketch  the  "territory,"  locating 
houses,  hilltops,  etc.,  by  intersections,  ascertaining  the 
vertical  angle  from  the  road  (the  rim  of  the  sand  table) 
by  readings  of  the  slope  board,  locating  contour  lines 
by  means  of  the  scale  of  map  distances  and  in  fact 
performing  all  the  details  of  outdoor  sketching  except 
pacing  the  distances.  It  is  assumed  that  the  sand  table 
is  a  mile  long  and  that  its  edge  is  a  road.  The  resulting 
sketch  is  to  scale  of  six  inches  to  one  mile  or  six  inches 
to  eight  feet  (the  length  of  sand  table)  according  to 
the  imagination  or  lack  of  imagination  of  the  cadet.  It 
is  easy  to  demonstrate  the  accuracy  of  the  location  of 
objects  off  the  traverse.  A  stick  eight  feet  long  is  now 
used,  marked  in  one-half,  one-quarter,  one-eighth  and 
one-sixteenth  sections,  the  latter  section  divided  into 
eleven  parts,  each  representing  ten  yards.  Distances 
are  scaled  off  on  the  sketch  with  the  six-inch  scale  and 
verified  on  the  sand  table  with  the  eight-foot  stick.  It 
clinches  that  feature  in  the  cadet's  mind. 

Contour  Lines. — ^The  contour  line  and  vertical  in- 
terval, however,  are  still  a  bit  vague  until  you  show 
the  cadet  a  hill  on  the  sketch,  say  thirty  feet  high  and 
another  near  it  sixty  feet  high,  and  seat  him  on  the 
floor  where  the  corresponding  elevations  on  the  sand 
table  become  sky-lines  and  the  "road"  a  horizontal 
straight  edge,  which  marks  off  vertical  intervals  as  he 
raises  or  lowers  his  head.  Let  him  ask  questions 
and  you  will  soon  find  where  he  is  sticking,  if  at  all. 
Then  set  up  two  plane  tables.    A  twelve  by  twelve 


ARMS  AND  THE  BOY  221 


inch  board  screwed  to  a  camera  tripod  answers  every 
purpose.  Put  two  students  at  work  on  opposite  sides 
along  parallel  "roads."  Make  them  do  the  work.  When 
they  finish  you  will  know  exactly  what  knowledge  they 
have.  Keep  equipment  in  readiness  for  those  who  wish 
to  use  it  and  offer  points  for  good  sketches  of  the  terri- 
tory around  town  and  a  couple  of  miles  out  into  the 
country  and  it  will  not  be  long  until  you  will  have 
plenty  of  fairly  reliable  data  for  a  local  maneuver  map 
of  your  own. 

Permanent  Sand  Table  Terrain. — ^If  you  wish  to 
elaborate  and  make  the  terrain  of  the  sand  table  more 
or  less  permanent,  proceed  as  follows.  After  modeling 
the  sand,  sprinkle  dnj  Portland  cement  from  a  perfo- 
rated box  evenly  over  the  entire  surface,  work  over  this 
lightly  with  a  soft  dry  paint  brush  to  mix  the  cement 
and  top  layer  of  sand.    Resprinkle  with  cement. 

Now  place  your  fences,  telegraph  poles,  bridges  and 
houses,  and  with  a  pallet  knife  smooth  the  surface  of 
roads.  A  carriage  sponge  torn  into  tiny  bits,  dyed 
green,  dried  and  pinned  in  place  with  a  half  tooth  pick, 
makes  a  splendid  forest  or  arranged  in  rows  is  an 
orchard. 

With  an  atomizer  filled  with  water  go  over  the  entire 
surface  until  it  darkens  from  moisture.  Let  it  set 
twenty-four  hours,  then  atomize  again.  After  forty- 
eight  hours  you  can  sprinkle  sawdust  dyed  green  on 
grass  lands,  or  paint  them. 

Plenty  of  interested  and  enthusiastic  help  will  be 
jivailable  from  the  boys.    The  thin  crust  formed  by  the 


222  ARMS  AND  THE  BOY 

hardened  cement  is  fairly  permanent  if  the  table  is  not 
moved.  This  table,  representing  as  it  does  a  piece  of 
terrain  one  mile  long  and  three-fourths  of  a  mile  wide, 
js  very  useful  in  teaching  patrolling,  scouting,  etc.  (The 
best  text  on  sketching  is  by  Lieutenant  L.  C.  Greaves, 
Military  Sketching  and  Map  Reading,  obtainable 
through  the  War  College  Division  of  the  General  Staff, 
Washington,  D.  C.) 

Signaling. — Signaling  can  also  be  taught  indoors  to 
a  considerable  number  of  cadets  at  one  time. 

The  use  of  the  buzzer  can  be  taught  in  the  following 
manner:  Display  the  international  code  in  characters 
large  enough  to  be  read  by  every  one,  or  place  a  code 
card  in  the  hands  of  each  cadet.  Use  a  loud  buzzer. 
Sound  the  letters  slowly  and  let  the  cadets  name  the 
letter  in  concert,  as  soon  as  a  display  of  hands  indicate 
that  a  considerable  number  have  it. 

Beading  signals  readily  is  more  important  at  first 
than  sending.  Any  one  can  readily  learn  to  send  and 
perhaps  never  learn  to  read. 

After  a  few  such  lessons  with  the  code  displayed, 
send  a  message  slowly  and  require  that  it  be  written 
down.  Let  those  who  get  it  correctly  commence  the 
sending  of  messages.  Buzzers  are  cheap.  Big  mail- 
order houses  list  them.  Boy  Scouts  will  probably  be 
found  in  the  school  who  have  them  and  are  proficient 
in  their  use. 

Visual  Signaling.^— When  a  fair  degree  of  proficiency 
is  acquired,  begin  in  the  same  manner  with  the  single 
flag  (wig-wag).    On  a  very  dark  rainy  afternoon  use  a 


ARMS  AND  THE  BOY 


223 


flash-lamp.  If  the  cadets  have  learned  to  read  the  buz- 
zer they  will  soon  learn  the  flag  or  flash. "  The  flash  and 
buzzer  can  be  combined  in  one.  Have  some  of  the 
physics  men  do  the  necessary  wiring.  Dry  batteries 
will  run  a  flash-lamp. 

Two-arm  semaphore  signaling  is  a  little  more  diffi- 
cult;. It  can  be  taught  in  mass,  however,  out-of-doors^ 
and  reading  practise  had  indoors. 

-A.void  too  large  doses  of  signaling.  In  this  work 
keep  up  the  competitive  idea,  pitting  one  squad  against 
another.  A  special  collar  ornament  for  the  squad  hav- 
ing the  highest  efficiency  mark  will  put  a  surprising 
amount  of  pep  into  the  work. 


APPENDIX  II 
THE  WYOMING  PLAN 

A  Detailed  Description  Not  Heretofore  Published  of 

the  Method  of  Selecting  Competition  Units  and 

a  General  Outline  of  the  Course  of  Instruction 

The  main  feature  of  the  Wyoming  plan  is  that  it 
recognizes  that  the  boy  is  a  boy  and  not  a  man.  It 
goes  after  his  interests  with  an  appeal  to  a  youngster's 
natural  tastes  and  instincts. 

The  boy  likes  competition,  so  the  Wyoming  plan 
offers  military  training  in  the  form  of  a  game.  There 
is  a  difference,  however,  between  playing  with  mili- 
tary training  and  making  it  a  game.  A  good  many 
schools,  most  of  them,  in  fact,  have  played  with  mili- 
tary training  but  they  have  not  made  a  success  of  it ! 

Competition  Units. — The  game  idea  is  not  altogether 
new.  The  new  part  of  the  Wyoming  plan  is  the  way 
the  game  is  played.  They  play  it  so  that  every  boy 
has  a  chance  to  win,  the  weakest  as  well  as  the  small- 
est. Here  is  the  way  they  do  it.  For  instance,  let  us 
take  wall-scaling.  The  last  two  men  over  the  wall  must 
be  the  strongest  for  they  have  to  help  the  others  over 
and  go  over  themselves  unaided. 

Suppose  there  are  ten  competition  wall-scaling  squads 
in  the  school.  The  twenty  strongest  students  developed 
by  the  preliminary  work  are  selected  from  the  cadets 

224 


ARMS  AND  THE  BOY  225 

at  lai-ge  as  "last  men  over."  Only  two  of  them  go  to 
any  one  squad  and  the  squad  they  go  to  is  decided  by 
lot. 

There  is  no  chance  for  any  one  squad  to  "cop"  all 
the  strong  men;  each  gets  the  same  proportion  of 
them.  ( 

Then  the  twenty  next  strongest  are  distributed  two 
to  e£.ch  squad  and  finally  the  twenty  who  are  least 
strong,  only  they  do  not  designate  them  that  way,  but 
as  "first  men  over,"  "gun  passers,"  etc. 

Thus  each  squad  has  an  equal  proportion  of  strong 
and  weak.  If  the  squad  wins,  the  smallest  boy  in  the 
squad  gets  as  big  a  medal  as  the  largest  boy. 

Essence  of  the  Wyoming  System. — ^Now  in  inter- 
school  competitions  there  might  be  the  temptation  to 
group  all  the  strongest  men  in  the  school  in  the  squad 
that  is  to  represent  the  school.  If  this  happened  we 
would  have  exactly  what  occurs  in  athletics,  a  little 
group  taking  all  the  exercise  for  the  school. 

But  it  does  not  happen.  The  school  sends  a  list  of 
all  its  "last  men  over"  and  "gun  passers,"  etc.,  down 
to  the  office  of  the  state  superintendent  in  Cheyenne, 
and  the  assignment  to  squads  is  made  there. 

Suppose  Lander  has  sent  in  its  list  with  enough 
boys  say  for  seven  squads.  Seven  numbers  are  placed 
on  the  state  superintendent's  table.  From  the  envelope 
containing  Lander's  "last  men  over"  two  names  are 
drawn  and  placed  on  the  table  on  number  one,  two 
more  are  drawn  and  placed  on  number  two  and  so  until 
the  fourteen  "last  men  over"  are  distributed.    Then 


226  ARMS  AND  THE  BOY 

the  envelope  with  the  "next  to  the  last  men  over"  is 
opened  and  distributed  and  so  on. 

The  names  on  each  number  are  listed  and  the  names 
on  number  one  become  the  members  of  Lander's  wall- 
scaling  squad  No.  1,  and  so  on. 

Intra-School  Competition. — If  Lander's  squad  No. 
3,  for  instance,  wins  from  the  other  six  squads  in  the 
preliminaries,  then  squad  No.  3  with  just  the  men  that 
were  assigned  to  it  in  the  state  superintendent's  office 
must  represent  Lander  in  the  big  inter-school  tourna- 
ment. 

There  must  be  no  padding  of  it  with  the  strong  men 
from  other  squads.  So  the  weak  as  well  as  the  strong 
have  an  equal  chance  not  only  in  home  contests  but 
also  in  the  state  tournament. 

This  is  the  quintessence  of  the  Wyoming  plan  as  it 
is  applied  to  wall-scaling  and  to  other  forms  of  com- 
petition. Mixed  in  with  it  is  a  good  deal  of  the  per- 
sonality of  the  man  who  is  responsible  for  it.  Lieuten- 
ant Edgar  Z.  Steever,  of  the  United  States  Army. 
Lieutenant  Steever  has  kindly  given  permission  for  the 
inclusion  in  this  appendix  of  the  following  outline  of 
his  work, 

REPORT  ON  THE  WYOMING  PLAN 

(Published  through  the  Courtesy  of  Lieutenant  Edgar 
Z.  Steever,  U.  S.  A.) 

Good  citizenship  is  the  fundamental  principle  under- 
lying the  Wyoming  state-wide  high-school  cadet  sys- 
tem. 


ARMS  AND  THE  BOY  227 


Tho  Wyoming  school  authorities  hold: 

1.  That  good  citizenship  involves  a  willingness  on 
the  part  of  each  able-bodied  youth  to  make 
such  effort  and  sacrifice  as  will  prepare  hifi 
for  his  obligations  and  duties  as  a  citizen. 

2.    That  this  preparation  embraces  the  following: 

(a)  Military  preparation; 

(b)  Moral  preparation; 

(c)  Civic  preparation; 

(d)  Business  preparation; 

(e)  Educational  preparation. 

(A)     Military  Preparation 

It  is  unsound  to  assume  that  any  system  of  training 
its  a(3olescent  youth  will  remove  from  the  nation  the 
respcnsibility  of  training  its  manhood. 

Trained  youth  can  not  take  the  place  of  trained 
manliood.  Youths  make  imitation,  but  not  real,  sol- 
diers. 

A  thorough  preliminary  military  training  of  its 
adolescent  youth  has  been  recognized  in  primitive  as 
well  as  modem  civilization  as  the  first  step  in  the 
greater  training  of  the  tribe  or  nation. 

With  the  civilized  as  with  the  primitive  youth,  the 
*'game"  is  the  medium  of  all  successful  training. 
"Competition"  is  to  youth  what  "Security"  is  to  old 
age. 

According  to  the  Wyoming  plan,  all  cadets  are  or- 
ganized into  competition  units. 

Loaders  take  "turnabouts"  choosing  the  members  of 


228  ARMS  AND  THE  BOY 

their  units,  so  that  each  unit  (squad,  platoon  or  com- 
pany) is  made  up  of  an  equal  number  of  strong,  me- 
dium and  weak  lads. 

After  final  choosing-up,  these  units  are  fixed  and 
can  not  be  added  to  nor  subtracted  from. 

All  the  work  is  done  by  competition  units. 

There  are: 

Wall-scaling  units; 
Infantry  drill  units; 
Troop  leadership  units; 
Scholarship  units; 
Field  firing  units; 
Camp  and  field  units. 

Sponsors  are  elected  from  the  girls  in  the  mixed 
schools  and  assigned  to  the  competition  units.  The 
sponsors  are  in  every  sense  members  of  the  cadet  or- 
ganization. They  attend  all  drills,  are  the  leaders  in 
all  social  functions,  and  while  they  do  not  actually  drill, 
the  young  ladies  are  entitled  to  and  receive  such  indi- 
vidual rewards  as  may  be  won  by  their  respective  units. 

Medals,  ribbons  and  distinctive  marks  on  the  uni- 
form are  given  each  member  of  a  winning  unit,  the 
sponsor,  of  course,  included. 

Each  cadet  organization  is  based  on  the  voluntary 
enlistment  plan.  The  cadet  classes  are  held  generally 
during,  and  after,  school  hours,  and  credit  toward 
graduation  is  awarded  therefor. 

Cadet  tournaments  are  held  during  the  school  year 
between  the  different  high  schools,  to  which  the  pub- 


ARMS  AND  THE  BOY  229 

set 

lie  is  invited,  and  at  which  are  held  infantry  drill, 
wall-KScaling,  field  firing,  and  camp  and  field  and  troop 
leadership  competition  *'games." 

From  the  Wyoming  experience  is  deduced  the  fol- 
lowing theoretical  system  of  training,  adapted  to  the 
adolescent  American  youth.  Local  conditions  will 
necessarily  modify  the  application  of  this  so-called 
theoretical  system  of  training,  but  the  general  princi- 
ples on  which  it  is  based  will  obtain  in  any  part  of  the 
United  States. 

1.  Cut  the  school  year  into  separate,  short,  intensive 
training  periods,  working  up  through  preliminary  to 
final  competition  dates  with  the  fixed  competition  units. 

2.  September  1st  to  December  31st,  wall-scaling  and 
calisi  henic  events ;  minimum  of  drill,  maximum  of  body 
building. 

3.  January  1st  to  February  28th,  troop  leadership 
competitions,  twelve-inch  Gettysburg  map  maneuver. 
Include  military  policy  of  the  United  States. 

4.  January  1st  to  February  28th,  minimum  of  drill, 
maximum  of  gallery  practise,  group  competitions. 

5.  March  1st  to  May  7th,  minimum  of  drill,  maxi- 
mum of  range  practise  and  field  firing  competitions. 

6.  May  8th  to  June  15th,  minimum  of  drill,  maxi- 
mum of  camp  and  field  problems,  competitive  between 
high  schools. 

7.  All  through  school  year,  commencing  in  the 
spring  and  running  through  the  following  fall  and  win- 
ter, take  boys  into  camp  each  week  and  harden 
them  to  the  rigors  of  camp  life.    Teach  them  sanita- 


230  ARMS  AND  THE  BOY 

tion,  cooking,  woodcraft,  simple  field  engineering, 
plains-craft,  castramentation,  sketching,  scouting,  pa- 
trolling, the  service  of  security  and  information,  and 
qualify  them  as  guides  in  their  own  immediate  sur- 
rounding territory. 

8.  Summer  camp  immediately  after  closing  of 
school,  fourteen  days. 

The  modified  Washington  high-school  cadet  season, 
January  to  June,  1916,  follows:  (Please  note  that  this 
does  not  represent  a  normal  school  year  but  shows  a 
transition  from  an  old,  antiquated,  close  order  drill  sys- 
tem to  the  new  Wyoming  system.) 

Rifle  Practise 

January  and  February. — Drill  period — close  order  drill 
twenty  minutes;  gallery  practise  seventy  min- 
utes. 

March  1st  to  April  ISth.'— Outdoor  shooting  period,  tar- 
get ranges.  Congress  Heights  and  Winthrop. 

April  17th  to  24th.^ — Field  firing  competition  between 
platoons  of  each  company  to  determine  marks- 
manship platoons.  Decorations  awarded  to 
winning  marksmanship  platoons. 

April  27th  to  May  1st. — ^Inter-high  school  competitions 
between  marksmanship  platoons  to  determine 
winners  of  semi-final  decorations. 

May  6th. — Competition  between  four  semi-finalist  pla- 
toons— competitive  field  firing  for  championship 
of  the  District  of  Columbia. 


Scaling  a  wall  fourteen  feet  high — Culver 


Cheyenne  High-School  Cadets   Practising  Wall  Scaling 

The  wall  is  8  feet  3  inches  high.     Record  of  6  2-5  seconds  by  a 

Cheyenne  squad 


Riding  School  Exercises — Culver 


ARMS  AND  THE  BOY  231 


Troop  Leadershijy  Competitions  and  Military  Policy 
of  the  United  States 

(Twelve-inch  war  map  maneuver.) 

Friday  and  Saturday  evenings  from  January  7th  to 
29th,  inclusive,  lectures  by  United  States  Army 
officer  on  patrolling  and  battalion  combat  ex- 
ercises. 
February  4th  to  12th. — Preliminary  map  maneuver 
competitions  between  Eastern,  Western,  Cen- 
tral,   McKinley,    and   Business    High   Schools. 
Winners  to  receive  first  preliminary  ribbon. 
February  18th  to  19th. — Semi-final  competitions.  Win- 
ners awarded  semi-final  ribbons. 
February  25th. — ^Final  troop  leadership  competition. 
Winners  to  be  awarded  District  of  Columbia 
Championship. 
Review  on  White  House  lot  about  May  25th. 
Competitive  drill  about  June  15th  preceded  by  try- 
outs  in  different  high  schools  the  week  immediately 
precediyig. 

Week-End  Camps 

Officers  and  faculty  advisors,  April  7  to  15. 
Selected  cadets,  April  21  to  29. 
All  cadets.  May  12  to  June  3. 

Summer  Camps 

June  23  to  July  6,  inclusive. 

Discussion  of  Course  in  Military  Preparation 


232  ARMS  AND  THE  BOY 

The  organization  that  puts  into  effect  the  "game" 
idea  differs  fundamentally  from  the  modern  American 
athletic  system.  The  cadet  leaders  choose  up  each  in 
turn  so  that  each  fixed  competition  unit  represents  a 
certain  proportion  of  strong,  medium  and  of  weak 
lads. 

In  football  and  basket  ball  and  track  only  the  few 
physically  fit  take  part.  In  this  system  each  squad  rep- 
resents an  average.  Every  boy  takes  part.  There  is 
as  much  "in  it"  for  the  weak  as  for  the  strong,  and 
the  survival  of  the  fittest — ^whether  they  be  squads, 
platoons,  or  companies — gives  the  competition  spirit. 

(B)    Moral  Preparation 

A  nation  stands  or  falls,  succeeds  or  fails,  just  in, 
proportion  to  the  high-mindedness,  cleanliness  and 
manliness  of  each  succeeding  generation  of  men. 
There  can  be  no  question  but  that  the  single  standard 
of  morality  is  the  only  one  worthy  of  a  great  people,  and 
history  shows  countless  examples  of  nations  that  have 
fallen  when  they  departed  from  this  standard. 

In  the  Wyoming  system,  the  fundamental  factor  isi 
the  competition  between  equally  balanced  units.  The 
individuals  are  forced  by  public  opinion  among  their 
fellows,  to  go  into  training,  and  this  training  means' 
clean  moral  youths.  It  is  shown  conclusively  in  the 
various  competitions  that  clean  men  morally,  are  the 
surest  kind  of  winners.  Smoking  and  immoral  prac- 
tises must  go.  Under  the  fiercest  kind  of  competitions 
and  a  new  and  fascinating  interest  in  life,  the  adoles-* 

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ARMS  AND  THE  BOY  233 

cent  youth  is  better  enabled  to  negotiate  that  difficult 
period  of  life. 

It  is  only  necessary  to  point  to  Casper's  marvelous 
third  squad,  all  of  them  boys,  no  one  of  whom  ever 
smoked,  and  a  squad  that  successively  lowered  the 
world's  wall-scaling  record  from  ten  seconds  to  eight 
seconds,  to  seven  and  one-fifth  seconds,  to  six  and  four- 
fifths  seconds,  to  six  and  one-fifth  seconds.  This  squad 
was  not  a  picked  squad — ^just  an  average  squad. 

The  single  standard  of  morality  is  taught  frankly 
and  fearlessly  and  efficiently  to  each  and  every  indi- 
vidual in  the  Wyoming  and  Washington  cadet  organ- 
izations. 

(C)     Civic  Preparation 

It  is  almost  a  fundamental  principle  of  a  military  or- 
ganization that  the  leader  should  not  be  voted  for. 
The  Wyoming  system  is  not  intended  to  make  soldiers. 
The  Wyoming  school  masters  are  of  the  opinion  that 
soldiers  can  only  be  made  from  mature  manhood,  and 
that  the  preparation  of  the  adolescent  youth  should 
be  such  that  when  he  reaches  manhood  he  may,  then, 
be  made  into  the  highest  type  of  soldier.  Hence,  the 
objection  to  voting  for  leaders  does  not  obtain  in  the 
cadet  organization,  whereas  the  objection  is  perfectly 
valid  in  a  military  organization. 

The  cadet  leaders  are  chosen  at  the  beginning  of 
each  year  by  the  vote  of  the  older  cadets.  The  leaders 
are  selected  on  merit,  very  much  as  the  captain  of  the 
football  team  is  selected  for  his  merit.  It  has  been 
noticeable  that  on  the  first  organization  boy  politics 


234  ARMS  AND  THE  BOY 

elect  a  certain  percentage  of  popular  and  inefficient 
leaders  whose  very  inefficiency  is  a  terrible  punishment 
to  the  members  of  their  own  units.  The  stress  of  com- 
petition soon  brings  out  the  real  leaders.  The  cadets 
never  repeat  their  mistake.  After  the  first  election 
they  insure  a  very  wise  and  careful  selection  of  leaders. 
This  civic  lesson  can  not  be  wholly  lost  to  them  in 
years  to  come  when  they  are  called  upon  as  citizens  to 
elect  the  leaders  of  their  city,  county,  state  and  na- 
tional governments. 

(D)     Business  Preparation 

Team  work  and  efficiency  are  prime  requisites  in 
the  business  life  of  to-day. 

The  soldier  game  can  be  made  the  keenest,  as  well 
as  the  most  fascinating  of  all  games,  and  efficiency  is 
a  necessity  if  a  competition  unit  is  to  win.  Not  only 
must  each  man  be  worked  to  the  limit  of  his  capacity 
but  each  competition  unit  leader  must  analyze  his  men 
and  fit  each  to  his  proper  place.  The  leaders  are  al- 
ways leading  and  learning  efficiency.  Six  and  one-fifth 
seconds  wall-scaling  requires  the  highest  type  of  effi- 
ciency, 

ADDITIONAL    DATA    FROM    SUPERINTENDENT    OF    PUBLIC 
SCHOOLS,  CHEYENNE,  WYOMING 

Drills  are  held  twice  a  week  during  school  hours  for 
a  period  of  forty-five  minutes  each.  During  the  fall 
and  winter,  drills  are  held  indoors  in  the  public  school 


ARMS  AND  THE  BOY  235 


gyirinasium.  In  the  spring  the  cadets  drill  out-of- 
doors  as  much  as  the  weather  will  permit  and  also  do 
considerable  range  work  out  of  school  hours  and  on 
Saturdays.  The  ammunition  for  this  target  work  is 
furnished  by  the  board  of  education. 

Camp. — Usually  the  day  following  the  close  of  school, 
along  about  the  tenth  of  June,  the  cadets  assemble  for 
their  annual  hike  into  the  mountains.  They  take  along 
with  them  ample  supplies  to  provide  for  ten  days 
or  two  weeks,  these  supplies  being  taken  in  wagons  f ur- 
nislied  from  Fort  D.  A.  Russell,  near  Cheyenne,  or  if 
these  are  not  available,  from  wagons  about  the  city. 
Th(i  cadets  hike  their  twenty-six  miles  to  their  camping 
grounds  in  two  days.  In  camp,  they  do  their  own  cook- 
ing, squads  being  detailed  for  the  several  duties  of 
camp  life.  During  the  day  they  engage  in  military 
maneuvering  and  drills  under  the  military  instructor. 
During  the  encampment,  one  night  sham  battle  is 
engaged  in,  and  the  opposing  sides  show  some  real  skill 
in  their  maneuvers.  During  recreation  hours  fishing, 
hunting  and  mountain  climbing  are  indulged  in.  These 
hikes  have  great  attraction  for  the  boys  and  they  look 
forward  to  this  outdoor  life  with  great  zest. 

Public  Exhibitions. — About  twice  a  year  public  exhi- 
bitions are  given  in  the  public  school  gymnasium  in 
which  all  the  features  mentioned  in  paragraph  three 
are  displayed  publicly.  The  boys  take  great  pride  in 
thiise  pubHc  exhibitions  and  drill  with  enthusiasm  for 
them.  The  cadets  appear  in  uniform,  the  uniforms  be- 
ing attractively  made,  and  cared  for  assiduously  by  the 


236  ARMS  AND  THE  BOY 

boys.  The  patrons  are  equally  enthusiastic  over  these 
cadet  tournaments  and  attend  in  large  numbers. 

Uniforms. — The  state  of  Wyoming  has  finally  be- 
come sufficiently  interested  in  the  cadet  movement  to 
make  an  appropriation  to  assist  in  the  purchase  of  uni- 
forms. This  appropriation  is  sufficiently  large  to  war- 
rant the  expense  of  about  six  dollars  per  cadet.  The 
uniforms  our  boys  wear  actually  cost  eleven  dollars  and 
seventy  cents  this  year,  of  which  amount  the  state  paid 
six  dollars  and  the  boys  the  remainder.  The  adjutant 
general,  who  controls  the  distribution  of  these  funds, 
appointed  State  Superintendent  Edith  K.  0.  Clark, 
Lieutenant  E.  Z.  Steever  and  City  Superintendent  Ira 
B.  Fee  as  members  of  a  committee  to  draft  rules  gov- 
erning the  distribution  of  this  fund  for  the  purchase  of 
uniforms.  The  committee  decided  that  in  order  to  be 
eligible  to  purchase  uniforms  through  the  use  of  any 
part  of  the  slate  funds  each  cadet  would  be  required 
to  sign  a  certificate  agreeing  that  he  will  refrain  from 
the  use  of  tobacco  in  any  form.  This  rule  is  almost 
eliminating  the  use  of  tobacco  among  members  of  our 
cadet  corps  in  the  state. 

Benefits  from  Drills. — As  above  indicated,  pupils  of 
small  stature  are  welcomed  to  this  organization,  a  pol- 
icy in  sharp  contrast  to  that  usually  prevailing  in  other 
forms  of  athletic  sports,  of  training  those  whose  physi- 
cal power  is  already  very  marked.  Furthermore,  the 
drills  prove  very  beneficial,  resulting  in  increased  chest 
capacity,  stronger  muscles,  a  surer  eye  and  a  clearer 
brain. 


I 


APPENDIX  III 

AN    ETHICAL,   PHYSICAL,    MILITARY    SYSTEM    OF   TRAIN- 
ING FOR  BOYS 

The  following  suggestions  for  a  course  of  instruc- 
tion for  boys  in  the  public  schools  were  made  by 
Brigadier  General  A.  L.  Mills,  Chief  of  the  Militia 
Division  of  the  Army  War  College,  in  an  address  de- 
livered at  the  convention  of  the  National  Guard  Asso- 
ciation, November  11,  1915,  and  is  included  in  this 
appendix  with  his  permission.  General  Mills  was 
suparintendent  of  the  United  States  Military  Academy 
at  West  Point,  1898-1906.  The  success  which  marked 
his  administration  of  that  institution  entitles  his 
opi]iion  to  especial  weight  in  matters  pertaining  to  the 
instruction  of  boys  and  young  men. 

Instruction  of  Boys  Not  Sufficiently  Developed  to 
Drill  with  Rifles. — "It  is  frequently  the  case  that  drill 
with  the  rifle  is  commenced  before  the  boy  is  sufficiently 
developed  physically  to  handle  the  weapon  without  in- 
jury to  himself.  Harm,  rather  than  good,  will  result 
from  such  a  course.  It  frequently  happens  that  those 
who  have  charge  of  military  instruction  in  the  public 
schools  fail  to  understand  that  there  are  other  phases 
of  this  training  when  apphed  to  youths  that  are  even 
more  essential  from  a  military  point  of  view  than  car- 

237 


238  ARMS  AND  THE  BOY 

rying  a  rifle  and  a  pack.  Among  these  preparatory 
phases,  I  count  the  instilling  of  discipline,  in  which  our 
youth  is  woefully  deficient,  as  the  most  important,  for 
once  a  lad  learns  to  respect  authority,  progress  is  as- 
sured. Next,  I  should  place  the  development  of  his 
physique,  and  thirdly,  I  should  lay  the  greatest  stress 
upon  manhness  in  all  that  term  implies — ^honesty, 
truthfulness  and  self-respect.  With  the  development 
of  these  qualities,  all  of  which  can  be  accomplished 
without  any  military  pharaphefrnal4a,  the  very  best 
foundation  will  be  laid  upon  which  a  course  of  mili- 
tary training  can  be  constructed  that  will  be  enduring 
in  its  effect  and  that  can  not  but  redound  to  the  benefit 
of  the  individual  by  increasing  his  efficiency  in  any 
walk  of  life,  and  of  the  country  by  creating  a  better 
and  worthier  citizen. 

"This  is  what  may  be  termed  the  ethical-physical- 
military  system  of  training  for  boys.  Ethically,  I 
should  begin  at  once  by  the  introduction  of  the  honor 
system  as  far  as  they  are  able  to  grasp  its  meaning; 
physically,  I  should  begin  by  laying  stress  upon  proper 
position,  carriage,  gait  and  physical  habits ;  militarily, 
I  should  begin  by  teaching  them  obedience,  a  willing, 
not  a  forced  obedience,  and  precision,  as  far  as  it  is 
possible  in  action  and  thought. 

"During  this  stage,  the  positions  of  the  body  best 
adapted  to  sustain  its  weight  and  to  facilitate  the  func- 
tioning of  its  organs  in  all  the  ordinary  walks  of  life 
should  be  taught  and  illustrated.  Children  should  be 
taught  to  sit,  stand  and  walk  correctly.     Exercises 


ARMS  AND  THE  BOY  239 


should  be  given  for  the  purpose  of  developing  self-con- 
trol and  of  practising  the  muscles  in  coordination  so 
that  they  will  act  in  concert.  Mental  alertness  should 
be  developed  by  training  in  the  execution  of  movements 
at  the  word  of  command  without  previous  knowledge 
of  the  movement  to  be  executed.  The  feeling  of  self- 
respect  is  promoted  by  requiring  neatness  in  person 
and  dress. 

Instruction  After  Pupil  Has  Reached  Fourteenth 
Yejir. — "I  should  carry  on  this  kind  of  instruction,  in- 
creasing steadily  the  demands,  until  the  pupil  has 
reached  his  fourteenth  year,  when  I  should  begin  the 
military  drills  in  the  schools  of  the  soldier,  squad  and 
company,  without  arms  or  equipment.  To  offer  an  in- 
centive and  to  create  rivalry,  I  should  divide  the 
classes  into  squad  units  with  the  members  in  turn  act- 
ing: as  leaders  for  a  given  period.  Personal  hygiene 
should  form  part  of  the  instruction,  and  to  give  the 
boys  practical  application  of  their  knowledge  of  this 
and  other  subjects,  military  camps  should  be  establish- 
ed for  them  for  a  certain  period  of  their  summer  vaca- 
tion. During  this  period,  they  should  be  taught  the 
true  history  of  our  country  with  special  stress  upon  our 
military  history. 

Instruction  Beginning  with  Sixteenth  Year. — "Be- 
giiming  with  the  sixteenth  year,  rifles  should  be  issued 
to  all  those  who  possess  the  requisite  amount  of 
sti-ength  and  endurance,  which  should  be  determined 
by  what  had  been  accomplished  during  the  previous 
two  years.    To  establish  a  standard  that  will  determine 


240  ARMS  AND  THE  BOY 

a  boy's  fitness  to  carry  and  handle  a  rifle  without  in- 
jury to  himself,  a  test  might  be  made  which  would  con- 
sist in  holding  the  piece  at  the  balance  horizontally  at 
the  side  of  the  body  with  the  arm  extended  and  then 
lifting  it  to  a  horizontal  position  over  the  shoulder  and 
extending  it  a  certain  number  of  times  without  derang- 
ing the  position  of  attention  and  without  pausing.  The 
standard  for  qualification  might  be  fixed  at  a  certain 
fair  percentage  under  the  average.  This  test  would 
bring  into  play  all  muscles  used  in  handling  the  piece. 
The  movements  that  have  been  taught  without  arms 
should  be  combined  with  the  manual  of  arms  as  soon 
as  the  latter  has  been  mustered.  After  the  use  of  the 
rifle  has  been  learned,  a  light  pack  may  be  added.  Some 
work  in  gallery  and  range  practise  should  also,  if  prac- 
ticable, be  given. 

"Interest  may  be  sustained  and  esprit  de  corps  fos- 
tered by  holding  state  tournaments  and  competitions 
in  which  teams  of  all  the  public  schools  participate,  as 
is  now  done  in  the  state  of  Wyoming,  which  has  taken 
an  advanced  position  in  this  form  of  public-school 
training.  These  tournaments  might  include  competi- 
tive drills,  wall-scaling  exercises,  first-aid  competi- 
tions and  tent  pitching,  as  well  as  athletic  events. 

Historical  Instruction. — "The  truth  ought  to  be  told 
in  the  historical  instruction  given  in  our  schools.  While 
not  omitting  the  mention  of  the  many  fine  deeds  of  valor 
which  our  volunteer  armies  have  performed  in  behalf 
of  their  country,  the  extravagant  expenditure  of  life 
and  wealth  that  has  characterized  all  our  past  wars, 


ARMS  AND  THE  BOY  241 

should  not  be  concealed  from  the  student.  False  pa- 
triotism is  induced  by  false  history,  and  our  school  his- 
tories have  not  been  written  in  such  a  way  as  to  teach 
the  salutary  lessons  which  should  be  drawn  from  our 
past  mistakes  and  lack  of  consistent  policy.  Progress 
in  this  direction  is  essential  in  order  to  enable  the  fu- 
ture electors  of  the  country  to  act  with  intelhgence  on 
the  military  questions  which  may  in  the  future  call  for 
their  decision. 

Providing  Competent  Instructors. — "One  of  the  great- 
est difficulties  in  initiating  a  course  of  training  of  the 
character  outlined  will  be  the  provision  of  competent 
instructors.  Much  can  be  done  by  utilizing  the  services 
of  officers  and  non-commissioned  officers  of  the  regular 
anny  on  duty  with  the  organized  militia  and  of  the 
officers  and  non-commissioned  officers  of  the  National 
Guard.  Eventually,  however,  the  instruction  will  have 
to  be  in  the  hands  of  the  teachers,  and  the  efforts  of 
the  military  instructors  largely  directed  to  work  pre- 
pa]ring  them  for  the  proper  performance  of  their  duties. 
I  presume  that  special  courses  in  military  and  physical 
training  and  military  history  could  be  made  a  part  of 
the  curriculum  of  the  "normal"  schools.  This  might 
be  effected  through  the  cooperation  of  the  adjutant 
general  as  head  of  the  military  affairs  of  the  state  with 
the  state  superintendent  of  public  instruction. 

Importance  of  Early  Training. — "I  am  greatly  im- 
pressed with  the  importance  of  the  early  training  of 
our  citizenry  for  their  duties  in  our  national  Hfe.  For 
after  all,  whatever  system  of  defense  is  adopted,  the 


242 


ARMS  AND  THE  BOY 


basis  of  its  strength  lies  in  the  quahties  of  the  individ- 
uals who  make  up  the  community.  No  military  system 
which  does  not  rest  on  that  basis,  can  be  enduring.  If 
we  neglect  the  training  of  our  youth,  we  can  not  expect 
that  they  will  be  responsive  to  call  of  duty,  either  in 
their  capacity  as  private  citizens  in  time  of  peace,  or  as 
defenders  of  their  country  against  aggression  in  time 
of  war." 


APPENDIX  ly 

TRAINING  AND  DISCIPLINE  OF  THE  SALT  LAKE  CITY  HIGH- 
SCHOOL  CADETS 

Published  through  the  courtesy  of  Captain  William  C. 
Webb,  F.  A,,  N.  G.  U. 

Three  drills  are  given  per  week.  The  drills  are  fifty 
minutes  long,  from  two-forty  to  three-thirty  P.  M. 

The  school  year,  October  first  to  May  thirtieth,  is  di- 
vided into  three  periods. 

l^irst  period,  October  first  to  November  thirtieth. 

First  Year  Boys — School  of  the  soldier;  school  of 
the  squad;  manual  of  arms,  port  and  right  shoulder, 
only. 

Ten  minutes  of  each  drill  period  is  devoted  to  double 
timing  and  calisthenics  with  and  without  arms. 

Second  Year  Boys — ^^School  of  the  soldier;  school  of 
the  squad;  school  of  the  company;  manual  of  arms; 
competition  in  manual;  some  extended  order. 

Second  period,  December  first  to  February  twenty- 
eighth. 

First  Year  Boys — Manual  of  arms;  school  of  the 
squad  and  company;  care  of  and  cleaning  rifle;  calis- 
thenics with  and  without  arms. 

Second  Year  Boys — Review  of  first  period ;  pointing 
and  aiming  drills ;  extended  order. 

243 


244  ARMS  AND  THE  BOY 

During  this  period  lectures  are  delivered  to  all  organ- 
izations on  the  following  subjects:  First  aid;  outline 
of  an  army ;  military  preparedness  in  the  United  States. 

Third  period,  March  first  to  May  thirtieth. 

First  Month — Target  practise;  school  of  the  com- 
pany and  battalion,  close  order ;  school  of  the  company, 
extended  order ;  company  combat  exercises. 

Second  and  Third  Months — Battalion  parade  and  re- 
view ;  combat  exercises,  battalion ;  target  practise ;  gov- 
ernor's review. 

Officers'  and  Non-commissioned  Officers'  School :  All 
officers  and  non-commissioned  officers  are  formed  into  a 
provisional  company  for  the  purpose  of  instruction. 
This  company  is  commanded  by  the  senior  officer  who 
is  responsible  for  its  proper  instruction. 

Discipline. — Discipline  is  maintained  by  a  system  of 
demerits.  Each  demerit  given  involves  two  punish- 
ment tours  of  forty  minutes  each. 

1.  At  the  beginning  of  each  year  each  cadet  will 
be  credited  with  fifteen  merits.  All  points  (merits) 
earned  will  be  credited  to  the  cadet's  account  and  all 
demerits  will  be  deducted.  When  any  cadet  loses  all 
but  five,  he  will  report  the  fact  to  the  principal  for  his 
action.  Any  cadet  losing  all  his  credits  will  be  sus- 
pended from  school. 

2.  Officers  and  non-commissioned  officers  will  with- 
out favor  report  all  cases  of  inattention  at  drill,  un- 
steadiness in  ranks,  and  violations  of  regulations  and 
orders. 

3.  Lists  of  delinquencies  will  be  published  before 


ARMS  AND  THE  BOY 


245 


the  battalion  each  week  and  will  be  posted  on  the  school 
bulletin  board  the  day  following.  Any  cadet  found 
delinquent  will  be  given  until  the  drill  following  to 
explain  the  delinquency. 

4.  Demerits  will  be  given  according  to  the  gravity 
of  the  offense,  the  maximum  in  each  case  being  as 
follows :  Inattention,  l^ ;  moving  in  ranks,  i/^ ;  talking 
in  ranks,  1 ;  insubordination,  10 ;  disobedience,  10 ;  tardi- 
ness, 1 ;  without  gloves,  1 ;  omitting  a  salute,  1. 

At  inspection :  Dirty  rifle,  2 ;  soiled  gloves,  1 ;  no  col- 
lar, 1 ;  shoes  not  polished,  1. 

5.  Merits  will  be  awarded  as  follows :  100  per  cent, 
at  inspection,  5 ;  100  per  cent,  at  examination,  2. 

In  addition  to  the  above,  demerits  charged  against 
cadets  will  be  canceled  by  good  conduct  report  of  his 
corapany  commander  at  the  rate  of  two  each  four 
weeks. 


APPENDIX  V 

ISSUE   OF  RIFLES  AND  AMMUNITION   TO   HIGH  SCHOOLS 

AND  OTHER  INSTITUTIONS  NOT  HAVING  OFFICERS 

OF  THE  ARMY  DETAILED  AS  PROFESSORS  OF 

MILITARY  SCIENCE 

TJndei^  an  Act  of  Congress  Approved  April  27,  1914 

The  War  Department  is  authorized  to  issue  rifles 
and  ammunition  to  schools  having  a  uniformed  corps 
of  cadets  at  least  forty  in  number,  who  receive  military 
instruction  and  who  must  engage  in  target  practise. 

The  rifles  issued  under  this  act  are  the  United  States 
Magazine  Kifle  or  Carbine  of  the  Model  of  1898,  known 
as  the  "Krag"  (Krag-Jorgensen)  rifle.  This  is  an  alto- 
gether serviceable  and  suitable  arm  for  both  drilling 
and  target  practise,  though  lacking  some  of  the  refine- 
ments and  improvements  of  the  present  service  rifle. 

The  following  extracts  from  a  circular  issued  by  the 
War  Department  under  date  of  July  2,  1914,  give  the 
conditions  under  which  this  issue  is  made.  A  copy  of 
this  circular  and  further  information  is  obtainable  from 
^he  Chief  of  Ordnance,  United  States  Army,  Wash- 
ington, D.  C. 

■*These  arms  will  be  issued  on  the  basis  of  one  rifle 
.  and  the  necessary  appendages  to  each  uniformed  cadet 
who  is  receiving  adequate  military  training  determined 

246 


•r 


REQUISITION  BLANK 

rOB  USE  BT  SCHOOLS  IN  MAKINC  APPUCATION  rOB  BOND,  BITLBB,  ANB  AMMIMmON. 


From:        

To :  Tlw  Chief  of  OrdnBzim.  U.  S.  Army,  Washington,  D.  C. 

Subject :     Request  for  Amu  and  Ammunition  and  Application  for  Bond. 

1.  I  hereby  make  application  for *  rifles  and  appendages  therefor  under  the  provisions 

of  the  Act  of  Congress  approved  April  27,  1914,  as  published  iu  War  Department  Regulations,  July  2, 

1914.     The  name  of  thi.s  institution  is and  the  number  of 

uniformed  cadets  receiving  militnry  instruction 

2.  It  is  requested  that  bond,  Form  No.'<  \  A' '  1    ,  f  be  prepared  and  sent  me  for  e.xecution.     The 
names  of  the  principal  and  sureties  who  will  sign  the  bond  are: 


m 


(Principal) 

(Surety) 

(Surety) 


8.     It  w  abo  requested  that ball  cartridges,  for  use  in  the  U.  S.  magazine  rifle, 

iiuMlel  of  1898,  or  carbine,  mtMlel  of  1899  (Krag-Jorgenson),  bo  furnished,  the  facilities  for  range   prac- 
I  ice  or  which  this  request  is  baaed  being  as  foUowa: 

ranges,  at  yards;  yards  and yards. 

4.     Shipping  address  of  the  stores  requested: 


Loutk    Tana  1417  tad  I4l«  twwfmBy  «»m»<  tir  i<lnti 

Appnived : 


Istlnd. 

Atljuiint  General's  Office,  SUt*  of      

To  the  (liief  of  Ordnance,  U.  S.  Army,  Washington.  D.  C. 
Approved. 


ARMS  AND  THE  BOY  247 


as  the  result  of  an  inspection  to  be  provided  for  by  the 
military  authorities  of  each  state,  and  who  will  engage 
in  target  practise  in  accordance  with  the  regulations 
prescribed  by  the  National  Board  for  the  Promotion  of 
Rifle  Practise  for  the  course  known  as  the  Junior 
Marksman  course.  Those  persons  qualifying  in  this 
course  will  receive  decorations  from  the  National  Board 
for  the  Promotion  of  Rifle  Practise. 

"5.  Each  application  for  arms  under  the  provisions 
of  this  act  must  be  submitted  to  the  Chief  of  Ordnance, 
Umted  States  Army,  Washington,  D.  C,  by  the  prin- 
cipal of  the  school  applying  for  the  arms,  who  will  spec- 
ify the  actual  number  of  uniformed  cadets  who  receive 
military  instruction  and  who  will  engage  in  target 
practise.  This  application  must  also  be  approved  by 
the  adjutant  general  of  the  state,  or  governor  of  the 
territory,  and  by  the  superintendent  of  schools  of  the 
city,  town,  or  district,  or  chairman  of  the  board  of  trus- 
tees or  other  governing  body  of  the  school,  applying  for 
the  arms. 

"6.  No  issues  of  the  above  arms  will  be  made  by  the 
Chief  of  Ordnance  to  any  school  until  a  bond  has 
been  filed  in  the  penal  sum  of  the  value  of  the  property, 
providing  that  the  school  take  good  care  of,  and  safely 
ke(ip  and  account  for  the  same,  and  shall,  when  required 
by  the  Secretary  of  War,  duly  return  the  same,  within 
thirty  days,  in  good  order,  to  the  Chief  of  Ordnance, 
United  States  Army,  or  to  such  other  officer  or  person 
as  the  Secretary  of  War  may  designate  to  receive  them. 
Should  this  bond  be  executed  by  an  individual,  such 


248  ARMS  AND  THE  BOY 

individual  should  be  one  having  a  directory  control  over, 
the  school,  such  as  principal,  trustee,  etc. 

"7.     Ball  cartridges  for  target  practise  will  be  issued 
annually  upon  requisition  to  be  forwarded  to  the  Chief 
of  Ordnance,  in  accordance  with  the  following  allow- 
ances for  each  uniformed  cadet  participating  in  targe 
practise : 

*Torty  rounds  of  ball  cartridges  for  each  range  at 
which  target  practise  is  had,  but  not  to  exceed  a  total 
of  one  hundred  and  twenty  rounds  per  year  per  cadet 
taking  part  in  target  practise. 

"8.  As  annual  allowances  of  ball  cartridges  date  in 
all  cases  from  July  first  of  each  year,  requisitions  should 
be  forwarded  before  or  as  soon  after  that  date  as  prac- 
ticable for  each  current  year's  supply.  Allowances  not 
drawn  in  one  year  can  not  be  drawn  in  the  succeeding 
year.  In  submitting  requisition  for  ammunition  under 
the  provisions  of  this  bulletin,  the  number  of  uniformed 
cadets  receiving  military  instruction  and  participating 
in  target  practise  should  be  stated.  The  facilities  for 
range  practise  should  also  be  shown  as  follows : 
ranges; yards, yards, yards. 

"9.  The  transportation  of  rifles  and  cartridges  from 
the  government  arsenals  to  such  schools,  and  back  to 
Government  arsenals,  must  always  be  without  expense 

to  the  United  States. 

I 

"10.  The  cost  of  packing  rifles  in  addition  to  those 
furnished  in  arm  chests  in  multiples  of  10  rifles  will  be 
borne  by  the  school.  The  prices  of  these  packing  boxes 
for  the  number  of  rifles  indicated  are  as  follows:  For 


I 

I 

i 


ARMS  AND  THE  BOY  249 

1  rifle,  $1.04;  for  2  rifles,  $1.47;  for  3  rifles,  $1.74;  for 
4  rifles,  $2.20;  for  5  rifles,  $2.61;  for  6  rifles,  $3.15." 

(For  instance,  if  46  rifles  are  required,  40  are  packed 
without  cost  to  the  school  in  the  regulation  arms  chest, 
the  six,  however,  will  require  a  special  packing  case 
costing  as  stated,  $3.15.) 

*11.  The  schools  to  which  issues  of  ordnance  stores 
are;  made  will  be  required  to  keep  said  property  in  like 
good  and  serviceable  condition  as  when  issued  by  the 
government,  and  for  this  purpose  the  spare  parts,  im- 
plements, and  appendages  necessary  for  this  purpose 
will  be  sold  to  them  at  cost  price.  The  sales  authorized 
above  of  spare  parts  and  appendages  for  small  arms 
will  be  made  by  the  commanding  officer  of  the  Rock 
Island  Arsenal,  Rock  Island,  111.,  or  of  the  Springfield 
Armory,  Springfield,  Mass.  Application  will  be  made 
to  these  commanding  officers  by  the  proper  official 
of  the  school  desiring  the  articles  for  the  maintenance 
of  the  arms  issued  to  the  school,  and  he  should  state 
that  these  articles  are  needed  for  this  purpose. 

"12.  When  rifles  and  appendages  therefor  are  re- 
turned to  the  Ordnance  Department  by  any  school,  they 
will  be  carefully  examined  when  received  at  the  arsenal, 
and  if  they  are  found  imperfect  or  unserviceable  by 
reason  of  carelessness  or  other  causes  than  legitimate 
use  in  service,  the  damage  shall  be  made  good  to  the 
United  States.  The  cost  of  all  missing  property  shall 
be  made  good  to  the  United  States. 

"13.  Rifles  and  appendages  therefor  which  become 
unfit  for  use  from  any  cause  will,  upon  application  of 


250  ARMS  AND  THE  BOY 

the  principal  of  the  school  and  the  approval  of  the 
Chief  of  Ordnance,  be  sent  to  an  arsenal  without  ex- 
pense to  the  United  States.  Upon  reaching  an  arsenal 
they  will  be  inspected  by  an  officer  of  the  Ordnance 
Department,  and  if  their  condition  is  found  to  be  due 
to  the  ordinary  incidents  of  service  they  may  be  re- 
placed with  serviceable  stores  of  like  character ;  but  if 
their  condition  is  found  to  be  due  to  carelessness  or 
other  than  legitimate  causes,  the  extent  of  damage  or 
value  of  missing  stores  will  be  determined  by  the  Chief 
of  Ordnance  and  must  be  paid  by  the  school  or  the  re- 
sponsible party  under  the  bond  before  any  new  issue 
of  rifles  or  appendages  is  made. 

"14.  Eegular  property  returns  will  be  rendered  an- 
nually, June  thirtieth,  to  the  Chief  of  Ordnance  by  each 
responsible  officer  of  a  school  supplied  with  arms  and 
appendages  therefor  under  this  act.  These  returns  will 
be  made  on  blank  forms  to  be  supplied  by  the  Chief 
of  Ordnance  upon  application  therefor. 

"15.  Failure  on  the  part  of  any  school  to  pursue 
each  year  the  prescribed  course  of  rifle  practise  or  to 
comply  with  the  foregoing  regulations,  or  with  any 
others  that  may  be  prescribed  by  the  Chief  of  Ord- 
nance, with  the  approval  of  the  Secretary  of  War,  for 
the  use,  care,  preservation,  or  accountability  of  any 
rifles  or  appendages,  or  cartridges  therefor,  issued  to 
it  by  the  United  States,  will  be  considered  sufficient 
cause  for  the  prompt  withdrawal  by  the  Secretary  of 
War  of  the  government  property  in  its  possession. 

"16.    Whenever  any  school  shall  fail  to  return  the 


ARMS  AND  THE  BOY  251 

arms  and  appendages  therefor  in  its  charge  within 
thirty  days  after  demand  made  by  the  Secretary  of 
War,  the  dehnquency  will  be  immediately  referred  to 
the  Attorney  General  of  the  United  States,  in  order 
that  the  bond  of  the  school  may  forthwith  be  put  in 
suit. 

"17.  Upon  the  receipt  of  an  application  for  stores  as 
herein  provided,  accompanied  by  the  certificate  and 
recommendations  referred  to  in  paragraph  five  of  these 
regulations,  the  Chief  of  Ordnance  will  supply  the  prop- 
er form  of  bond  and  full  instructions  as  to  its  execution, 
and  no  issue  will  be  made  until  the  bond  shall  have  been 
duly  approved  and  accepted. 

"18.  One  of  the  following  forms  for  bonds  is  re- 
quired, and  in  submitting  a  request  for  bond  the  form 
of  bond  desired  should  be  stated: 

*'Form  K  (1417).  When  principal  and  sureties  are 
individuals. 

'Torm  L  (1418).  When  the  principal  is  a  corpora- 
tion and  the  sureties  are  individuals. 

"Form  M  (1419).  When  the  principal  is  an  indi- 
vidual and  the  surety  is  a  corporation. 

"Form  N  (1420).  When  both  principal  and  surety 
are  corporations. 

"For  information  concerning  the  issue  of  rifles  to 
rifle  clubs  organized  in  institutions  of  learning  not 
having  a  uniformed  cadet  corps,  see  regulations  relat- 
ing thereto,  printed  separately. 

"HENRY  BRECKENRIDGE, 

"Assistant  Secretary  of  War." 


APPENDIX  VI 

CALIFORNIA  RULES  AND  REGULATIONS  FOR  THE  GOVERN- 
MENT OF  HIGH-SCHOOL  CADETS 

Zeal  and  interest  are  more  effective  than  many 
pages  of  regulations.  Yet  always  in  the  background 
there  must  be  well  defined  rules.  Otherwise  there  will 
be  conflicts  of  authority  and  friction  as  well  as  a  lack 
of  uniformity  in  discipline. 

One  officer  or  instructor  will  require  one  thing  of  the 
cadet;  another  will  require  something  else  and  the 
youngster  will  never  know,  to  use  the  vernacular,  ex- 
actly where  **he  is  at."  The  California  rules  seem  to 
have  struck  the  happy  medium  between  too  much  and 
too  little  in  the  way  of  regulations.  They  are  so  couch- 
ed as  to  present  a  minimum  of  the  "must  and  shall" 
and  as  much  as  possible  of  the  appeal  to  the  boy's  pride 
and  sense  of  manliness.  The  work  of  the  military  de- 
partment is  also  very  properly  placed  under  the  con- 
trol of  the  principal,  but  is  otherwise  given  the  dignity 
and  freedom  from  interference  accorded  other  depart- 
ments of  the  school,  and  is  not  made  an  incidental  part 
of  the  physical  department. 

Some  sections  of  the  regulations  are  omitted  that 
are  of  purely  local  significance  or  that  have  been 
touched  on  elsewhere.  These  regulations  were  pre- 
pared in  the  office  and  under  the  supervision  of  E,  A. 

252 


ARMS  AND  THE  BOY  253 


Forbes,  former  Adjutant  General  of  California,  and 
were  approved  by  Governor  Hiram  W.  Johnson. 

They  are  published  through  the  courtesy  of  Briga- 
dier General  C.  W.  Thomas,  Jr.,  the  present  Adjutant 
General  of  California. 

As  an  officer  of  the  National  Guard  of  California,  and 
fonnerly  as  a  member  of  the  tactical  staff  of  the  Cul- 
ver Military  Academy,  General  Thomas  has  been  a 
close  student  of  military  affairs  for  many  years.  He 
is  a  graduate  of  Leland  Stanford  University  and  of  the 
Hai.'vard  Law  School.  His  view-point  of  the  military 
needs  of  the  country  is  both  that  of  the  well  informed 
soldier  and  of  the  intelligent  public-spirited  citizen.  He 
is  deeply  interested  in  the  work  of  the  high-school 
cadets  and  believes  that  "the  solution  of  the  problem 
of  future  military  preparedness  for  our  country  is  con- 
tained in  the  nation-wide  adoption  of  the  high-school 
cadet  movement." 


m 


"State  of  California, 
"The  Adjutant  General's  Office 

"Sacramento,  June  1, 1915. 
"These  rules  and  regulations,  prepared  in  the  office 
of  the  Adjutant  General,  and  under  his  supervision, 
have  been  approved  by  Governor  Hiram  W.  Johnson. 
They  are  published  for  the  information  and  govern- 
mcmt  of  the  High-School  Cadets,  with  a  view  to  insur- 
ing uniformity  throughout  the  Cadet  Organization. 

"E.  A.  Forbes, 
"The  Adjutant  General." 


'254  ARMS  AND  THE  BOY 

ARTICLE  I 

The  Law  of  the  State  of  California  Authorizing  High- 
School  Cadet  Organizations 

"1.  Members  in  Cadet  Companies,  Age  Limit,  Au- 
thority of  Principal. — Section  1.  The  male  students  of 
any  high  school  in  this  state,  having  forty  or  more 
such  students,  fourteen  years  of  age  or  over,  may  be 
organized  into  a  high-school  cadet  company,  or  com- 
panies, of  not  less  than  forty  members  each,  under  such 
rules  and  regulations  as  the  governing  body  of  said 
school  may  prescribe.  Said  cadet  company,  or  compa- 
nies, shall  at  all  times  be  under  the  guidance  and  con- 
trol of  the  principal  of  the  said  school,  whose  duty  it 
shall  be  to  make  regulations  regarding  the  moral,  edu- 
cational and  physical  welfare  of  said  cadets. 

"Permission  to  Use  National  Guard  Ranges. — ^Sec.  11. 
Whenever  practicable,  said  high-school  cadets  shall  be 
permitted  to  shoot  at  target  practise  upon  national 
guard  rifle  ranges,  when  not  needed  by  the  national 
guard,  under  the  supervision  of  the  commandant  of 
cadets. 

"Inspection  by  State  Officers. — Sec.  12.  Said  school 
cadet  companies  shall  be  inspected  once  each  year  by 
officers  of  the  national  guard  or  naval  militia  detailed 
by  the  adjutant  general,  state  of  California,  for  that 
purpose.  Such  inspectors  shall  report  to  the  adjutant 
general  the  result  of  such  inspections,  relating  to  the 
drill,  target  practise,  attendance,  discipline  and  condi- 
tion of  property  of  said  high-school  cadet  organiza- 


IB 


w 


ARMS  AND  THE  BOY  255 


tions.  Such  reports  shall  be  made  and  forwarded,  in 
duplicate,  one  copy  to  the  state  superintendent  of  public 
instruction,  and  one  copy  to  the  adjutant  general's 
office,  and  shall  bear  the  endorsement  of  the  principal 
of  said  school,  containing  such  remarks  as  the  prin- 
cipal may  deem  pertinent.  Such  reports  shall  also  con- , 
tain  an  inventory  of  the  state  property  on  hand  in  the 
cadet  companies  at  the  time  of  said  inspections. 

"Property  Responsibility. — Sec.  13.  The  principal  of 
the  school  shall  be  responsible  for  all  public  property 
sui)plied  to  said  cadet  companies,  and  shall  supervise 
the  proper  care  thereof. 

"Books  and  Forms. — ^Sec.  14.  The  adjutant  general, 
state  of  California,  shall  provide  suitable  drill  regula- 
tions, books  of  instruction  and  the  necessary  blank 
foi-ms  for  reports  of  each  of  said  high-school  cadet 
companies. 

'"Commandant  of  Cadets. — Sec.  15.  Upon  the  recom- 
mendation of  the  adjutant  general,  state  of  Califor- 
nia, and  with  the  approval  of  the  school  board  having 
jurisdiction  over  the  high  school,  the  governor  may 
commission,  in  the  same  manner  as  national  guard  of- 
ficers are  commissioned,  a  commandant  of  cadets  for 
duty  in  each  high  school  having  one  or  more  cadet  com- 
panies. This  officer  shall  be  commissioned  major  and 
commandant  of  cadets,  state  of  California,  and  shall 
hold  office  at  the  pleasure  of  the  governor,  or  until  his 
successor  has  been  appointed  and  qualified,  or  until  his 
connection  with  the  cadets  is  severed.  Said  major  and 
commandant  of  cadets  shall  be  entitled  to  the  same 


256  ARMS  AND  THE  BOY 

privileges  and  exemptions  accorded  National  Guai'd  of- 
ficers, except  that  pay  and  expenses  on  special  detail 
shall  be  taken  from  the  high-school  cadet  appropriation, 
instead  of  from  National  Guard  funds.  Said  major  and 
commandant  of  cadets  shall  wear  the  same  uniform 
and  shoulder  straps  as  a  major  of  infantry  in  the  Na- 
tional Guard  of  California,  with  cap  and  collar  orna- 
ments designating  the  California  High-School  Cadets. 

ARTICLE  II 

"2.  High  School  Authority. — Nothing  in  these  rules 
and  regulations  shall  be  construed  as  in  conflict  with 
any  rule  or  regulation  of  any  high  school,  or  as  revok- 
ing any  such  rule  or  regulation,  or  as  prohibiting  the 
principal  of  any  high  school  from  making  and  enforc- 
ing any  rule  or  regulation  governing  the  students  of  his 
schools  that  may  in  his  judgment  be  for  the  best  in- 
terests of  the  students  under  his  control. 

ARTICLE  III 

"3.  Organization. — Such  male  students  of  any  high 
school  who  are  organized  in  accordance  with  the  pro- 
visions of  the  above  law,  shall  constitute  the  High- 
School  Cadets,  State  of  California ;  as  such,  they  shall 
wear  the  prescribed  uniform  and  shall  be  subject  to  the 
orders  of  their  superiors,  and  to  these  regulations. 

"4.  It  is  taken  for  granted  that  the  word  or  signa- 
ture of  every  cadet,  worthy  to  be  held  in  good  standing 
in  the  high-school  cadets'  organization,  will  be  equiva- 
lent to  a  sacred  pledge,  or  word  of  honor. 


ARMS  AND  THE  BOY  257 


"5.  No  cadet  shall  exercise  authority  as  an  officer, 
or  non-commissioned  officer,  without  the  approval  of 
the  principal  of  the  high  school. 

"7.  Appointments  and  Promotions. — ^Appointments 
and  promotions  shall  be  awarded  to  those  cadets  who 
have  distinguished  themselves  by  the  performance  of 
all  mihtary  duties,  whose  academic  standing  has  been 
satisfactory,  and  whose  deportment  and  personal  bear- 
ing have  been  such  as  to  create  confidence  in  their  abil- 
ity and  steadfastness,  and  to  serve  as  an  example  to 
other  cadets. 

"8.  No  officer  shall  hold  the  office  of  captain  of  a 
company  for  more  than  one  year.  After  an  officer  has 
held  the  office  of  captain  of  a  company  for  one  year, 
he  will  be  placed  on  the  list  of  additional  officers,  and 
will  thereafter  be  available  for  such  duties  with  the 
cad(Bts  as  may  be  assigned  to  him  by  the  principal  or 
commandant. 

"11.  Commissions  for  Cadet  Officers. — ^A  student  who 
has  successfully  passed  examination  for  commissioned 
officers,  to  include  the  grade  of  captain,  shall  receive  a 
certificate  of  eligibility  for  promotion  to  the  grade  for 
which  examined,  duly  "feigned  by  the  principal  and  the 
commandant  of  the  school.  He  will  forward  this  cer- 
tificate through  the  principal,  to  the  adjutant  general, 
requesting  that  he  be  commissioned.  The  adjutant 
general  will  commission  the  candidate  in  accordance 
with  section  two,  article  I. 

"12.  Seniority. — Between  officers  or  non-commission- 
ed officers  of  the  same  grade  and  date  of  commission, 


258  ARMS  AND  THE  BOY 

or  warrant,  relative  rank  is  determined,  first  by  the 
percentage  attained  at  examination,  second  by  length 
of  service  in  the  high-school  cadets,  third  by  lot. 

"13.  Reductions — Any  officer  or  non-commissioned 
officer  who  by  habitual  neglect  of  his  duties  as  a  cadet 
fails  to  show  sufficient  appreciation  of  his  office  shall 
be  deprived  of  his  rank, 

ARTICLE  IV 

"14.  Registration. — Every  student,  except  in  schools 
where  military  instruction  is  compulsory,  who  wishes 
to  become  a  member  of  the  cadet  organization  of  the 
school,  shall  register  his  name  in  the  office  of  the  com- 
mandant of  cadets,  and  shall  at  the  same  time  file  with 
the  commandant  the  written  permission  of  the  stu- 
dent's parent  or  guardian.  The  commandant  will  ascer- 
tain from  the  principal  the  student's  standing  in  stud- 
ies and  deportment.  If  this  standing  is  below  that  fixed 
by  the  faculty  for  students  in  good  standing,  the  stu- 
dent will  not  be  enrolled.  Great  care  will  be  exercised 
that  only  students  of  good  moral  character  may  be  en- 
rolled in  the  cadet  organization. 

"15.  No  cadet  shall  withdraw  from  the  cadet  organi- 
zation without  the  written  permission  of  the  principal. 

ARTICLE  V 

"18.  Uniform. — Each  cadet  shall  keep  himself  sup- 
plied with  the  regulation  uniform  of  his  school,  which 
he  must  maintain  in  good  order.    While  on  duty  as  a 


ARMS  AND  THE  BOY  259 

cadet,  he  shall  wear  no  other  dress,  except  by  permis- 
sion of  the  commandant. 

'*19.  Neatness  of  dress  and  person  is  required  at  all 
times. 

"20.  No  buttons,  ornaments,  badges  or  other  de- 
vices, except  those  authorized  by  the  adjutant  general, 
shall  be  worn  by  any  cadet.  This  regulation  does  not 
forbid  the  cadet  to  wear  insignia  of  excellence  in  class 
standing,  or  athletic  sports,  but  such  insignia  shall  be 
worn  on  the  left  breast  on  a  line  with  the  top  seam  of 
the  flap  of  the  upper  pocket  of  the  blouse. 

ARTICLE  VI 

"21.  Studies. — No  cadet  shall  absent  himself  from 
any  class  to  which  he  has  been  assigned  by  reason  of 
his  military  duties. 

"22.  The  general  standing  of  a  cadet  shall  be  deter- 
mined by  combining  the  academic  standing,  the  mili- 
tary standing  and  the  deportment,  that  weight  being 
given  each  standing  which  in  the  judgment  of  the  prin- 
cipal is  proper  for  the  best  interests  of  the  cadet. 

ARTICLE  VII 

"23.  Discipline. — The  commandant  is  responsible  to 
the  principal  for  the  proper  administration  of  discipline 
in  the  cadet  organization  in  accordance  with  these  regu- 
lations and  the  orders  of  the  adjutant  general. 

"24.  Method  of  Investigating  Breaches  of  Disci- 
pline.— Breaches  of  discipline  or  violations  of  these  reg- 
ulations committed  by  any  cadet  shall  be  triable  by 


260  ARMS  AND  THE  BOY 

court-martial,  or  summarily  punished  by  the  principal, 
or  by  the  commandant  of  cadets,  according  to  the  na- 
ture of  the  offense,  provided  that  any  cadet  who  feels 
that  he  has  been  unjustly  accused,  may  appeal  his  case 
to  the  principal,  asking  for  a  careful  investigation  of 
his  case,  pending  which  execution  of  sentence  shall  be 
withheld,  and  no  punishment  will  be  given  unless  the 
principal  decides  that  punishment  will  be  just  in  the 
case  before  him. 

"25.  The  organizatiton,  procedure,  and  records  of 
all  courts-martial  shall  conform  to  those  prescribed  by 
United  States  army  regulations. 

"26.  No  sentence  of  any  court-martial  shall  be  car- 
ried into  effect  until  it  has  been  approved  by  the  prin- 
cipal and  the  commandant. 

"28.  Responsibility  for  Company  Discipline. — ^Com- 
pany commanders  shall  be  held  responsible  to  the  com- 
mandant for  the  proper  discipline  of  their  respective 
commands,  and  shall  submit  daily  reports  of  all  absen- 
tees and  of  all  offenses  committed  by  members  of  their 
organizations. 

"29.  Merits. — ^At  the  beginning  of  each  term  each 
cadet  shall  receive  a  credit  of  one  hundred  merits.  Any 
cadet  who  exhausts  his  full  credit  of  merits  during  the 
term  shall  be  expelled  from  the  cadet  organization,  or 
otherwise  punished  as  the  principal  may  direct.  Any 
officer  or  con-commissioned  officer  who,  during  a  term, 
receives  a  total  of  fifty  demerits  shall  be  reduced. 

"30.  Demerits. — Demerits  shall  not  be  given  lightly. 
It  must  be  borne  in  mind  that  a  demerit  materially  af- 


ARMS  AND  THE  BOY  261 

fects  a  cadet's  general  standing  in  the  school.  When 
any  officer  or  non-commissioned  officer  considers  that 
a  cadet  should  be  given  a  demerit,  he  shall  at  once  bring 
the  cadet's  conduct  to  the  attention  of  the  command- 
ant, and  shall  notify  the  cadet  that  this  action  has  been 
takiBn.  In  every  case  the  commandant  shall  give  the 
cadet  a  fair  opportunity  to  explain  his  conduct  to  the 
principal  before  awarding  demerits. 

ARTICLE  VIII 

"31.  Conduct  and  Deportment. — No  cadet  shall  ad- 
dress an  officer  or  a  cadet  who  may  have  reported  him 
for  a  delinquency  on  the  subject  of  such  report,  unless 
specially  authorized  by  the  principal  or  commandant 
to  do  so,  and  no  officer  or  cadet  who  has  made  a  report 
against  a  cadet  shall  hold  any  conversation  with  him 
in  regard  to  it,  unless  by  permission  of  the  principal  or 
commandant. 

''32.  Responsibility  of  Cadets  for  Enforcing  Disci- 
pline.— It  shall  be  the  duty  of  every  cadet,  officer  and 
non-commissioned  officer  aware  of  any  violation  of  the 
rules  and  regulations  of  the  high-school  cadets,  or  of 
any  crime,  irregularity,  neglect,  or  other  improper  con- 
duc't  of  which  any  cadet  has  been  guilty,  to  report  the 
same  without  delay  to  the  commandant.  Officers  and 
cadets  in  presenting  delinquencies  shall,  as  far  as  prac- 
ticable, conform  to  simple,  plain  statements  of  facts, 
and  shall  not  attempt  to  characterize  offenses. 

"33.  Cadet  Officer  of  the  Day.— A  daily  detail  of  an 
officer  of  the  day  shall  be  made  in  each  school,  the  of- 


262  ARMS  AND  THE  BOY 

ficer  so  detailed  to  hold  office  for  twenty-four  hours. 
During  his  tour  of  duty  he  is  senior  to  all  cadets  and 
cadet  officers  in  matters  of  police  and  good  order,  but 
shall  have  no  power  to  grant  privileges,  except  as  spe- 
cially authorized.  He  shall  be  responsible  for  the  good 
order,  discipline  and  conduct  of  the  cadets,  and  for  the 
enforcement  of  these  regulations  during  his  tour  of 
duty.  He  shall  make  such  inspections  and  reports,  and 
be  subject  to  such  orders  as  from  time  to  time  may  be 
prescribed  by  the  principal  or  commandant. 

"36.  Restrictions  Regarding  Use  of  Arms  and  Am- 
munition. — No  arms  or  equipment  belonging  to  the  gov- 
ernment, state,  or  school  shall  be  removed  from  the 
school  without  permission  from  the  commandant. 

"37.  No  ammunition  or  unauthorized  firearms  of 
any  kind  shall  be  carried  by  the  cadet  without  express 
permission  of  the  commandant. 

*'38.  Cadets  shall  not  discharge  firearms  within  or 
about  the  school  except  in  the  regular  routine  of  duty. 

"39.  Any  cadet  who  shall  lose,  sell,  wilfully  damage, 
destroy,  or  in  any  way  dispose  of  the  arms,  ammuni- 
tion, equipment,  accouterments,  or  furniture  issued  to 
him  shall,  in  addition  to  paying  for  the  same,  be  pun- 
ished according  to  the  nature  of  his  offense. 

"40.  Disapproval  of  Official  Action. — Open  manifes- 
tations of  feeling,  by  way  of  approval,  or  censure,  when 
official  announcements  are  made  are  prejudicial  to  mili- 
tary discipline,  and  therefore  punishable. 

"41.  All  combinations  under  any  pretext  whatso- 
ever within  the  cadet  organization  are  contrary  to  mili- 


ARMS  AND  THE  BOY  263 

tary  discipline.  Any  cadet  who,  in  concert  with  others, 
under  pretense  of  procuring  redress  of  grievance, 
adopts  any  measure,  or  signs  any  paper,  or  enters  into 
any  written  or  verbal  agreement,  with  a  view  to  violate 
or  evade  any  regulation  of  the  cadet  organization,  or 
does  anything  to  the  prejudice  of  good  order  and  mili- 
tary discipline,  or  who  endeavors  to  persuade  others 
to  do  the  same,  shall  be  dismissed  or  otherwise  pun- 
ished, according  to  the  nature  of  the  offense. 

"42.  Redress  of  Grievances. — Any  cadet  who  consid- 
ers liimself  aggrieved  by  another,  or  by  an  officer,  may 
complain  thereof  to  the  principal  or  commandant. 

"43.  Articles  of  War,  United  States  Army,  Art.  25. 
No  officer  or  soldier  shall  use  any  reproachful  or  pro- 
voking speeches  or  gestures  to  another.  Any  officer 
who  so  offends  shall  be  put  in  arrest ;  any  soldier  who 
so  offends  *  *  *  shall  be  required  to  ask  pardon  of  the 
party  offended  in  the  presence  of  his  commanding  of- 
ficer. 

"45.  The  above  articles  of  war  are  included  in  these 
regulations. 

ARTICLE  IX 

"46.  Religious  Duties. — Every  cadet  should  consider 
it  his  duty  to  observe  the  days  set  aside  for  the  wor- 
ship of  the  Supreme  Being  by  his  parents  or  guardians, 
or  by  the  religious  denomination  to  which  he  may  be- 
long. 

"47.  Every  cadet  should  avoid  any  act  of  disrespect 
for  the  religious  beliefs  of  fellow  cadets,  and  all  cadets 


264  ARMS  AND  THE  BOY 

shall  refrain  from  making  remarks  relative  to  such  be- 
liefs that  might  give  even  the  least  offense  to  their 
comrades. 

ARTICLE  X 

"48.  Tobacco  and  Intoxicants. — Since  all  authorities 
agree  that  tobacco  and  intoxicants  are  injurious  to 
growing  boys,  no  cadet  shall  use  the  same  in  any  public 
place  when  in  uniform,  or  within  the  bounds  of  any 
cadet  camp  or  at  any  official  function. 

ARTICLE  XI 


"/ 


'49.  Comradeship. — The  good  fortune  of  individuals 
is  not  alike.  One  is  successful  in  life  while  another 
equally  as  deserving  meets  with  reverses.  It  happens, 
as  a  consequence,  that  all  parents  are  not  equally  able 
to  provide  in  quantity  and  quality  the  material  neces- 
sities of  "life  for  those  entrusted  to  their  care.  Every 
cadet  should  bear  this  in  mind,  and  should  so  conduct 
himself  in  his  relations  with  his  fellow  cadets  that  each 
cadet,  irrespective  of  the  high  school  of  which  he  may 
be  a  student,  will  feel  for  the  other  cadet  true  comrade- 
ship indeed. 

"50.  Jealousy. — Nothing  is  more  destructive  of  com- 
radeship than  petty  jealousies.  Such  jealousies  are  the 
hall-mark  of  mediocrity.  Every  cadet  is  duty  bound 
actively  to  discourage  them. 

"51.  The  success  of  any  cadet  organization  in  any 
shooting  contest,  competition,  or  other  effort  reflects 
credit  on  the  entire  high-school  cadet  organization. 


ARMS  AND  THE  BOY  265 


"52.  Sportsmanship.— Whenever  any  cadet  organiza- 
tion shall  be  rewarded  for  excellence  in  any  contest, 
competition,  or  other  effort,  it  shall  be  the  duty  of  every 
regimental,  battalion,  or  company  commander  of  the 
high-school  cadets  to  prepare  a  letter  extending  to 
the  successful  organization  the  hearty  congratulations 
of  the  regiment,  battalion  and  company. 

"53.  True  comradeship  is  active,  not  passive.  Every 
cadet  should  endeavor  by  good  example  to  encourage 
his  fellow  cadet  to  keep  the  laws  of  God  and  country. 

ARTICLE  XII 

"54.  Neatness. — ^No  cadet  should  appear  in  uniform 
on  the  streets,  or  in  any  public  place  with  his  hands 
in  his  pockets,  nor  should  any  uniformed  cadet  appear 
except  in  proper  uniform  with  blouse  buttoned 
throughout.  Olive  drab  shirt  may  be  worn  without 
blouse,  in  which  case  it  shall  be  buttoned  throughout 
with,  collar  neatly  rolled,  except  when  the  cadet  is  en- 
gaged in  athletic  sports. 

"55.  Neglect  of  Studies. — Cadets  who  are  guilty  of 
culpable  and  continued  neglect  of  their  studies  are  not 
worthy  cadets,  notwithstanding  any  special  qualifica- 
tions they  may  otherwise  possess  which  particularly 
fit  them  for  membership  in  the  organization. 

"57.  Politeness. — Every  cadet  should  cultivate  polite- 
ness. His  conduct  toward  his  teachers  and  toward 
elderly  people  should  at  all  times  be  above  criticism. 

"58.    Protection  of  Weak. — Every  cadet  should  con- 


266  ARMS  AND  THE  BOY 

sider  himself  in  honor  bound  to  lend  his  protection  to 
the  weak. 

"59.  Purity. — Purity  in  thought,  word  and  deed  is 
the  hall-mark  of  nobility  of  character.  The  impure 
are  not  wanted  in  any  community. 

"60.  Profane  Language. — ^The  use  of  profane  or  un- 
seemly language  is  the  clearly  defined  line  separating 
the  ill-bred  rowdy  from  the  man  of  gentle  breeding.  Be 
careful  to  keep  yourself  on  the  right  side  of  that  line. 

"61.  The  Cadet's  Glory. — ^A  high-school  cadet  is  a 
true  gentleman.  He  stands  for  the  high  ideals  of  life. 
He  loves  peace  and  deplores  war,  but  is  always  ready 
to  defend  his  country  in  its  hour  of  need.  He  respects 
authority.  He  obeys  the  law.  He  cultivates  filial  love, 
and  strives  earnestly  to  be  an  honor  to  his  father  and 
mother.  He  honors  the  Supreme  Being  in  thought, 
word  and  deed. 

ARTICLE  XIV 

"68.  Target  Practise. — Every  cadet  shall  be  taught 
the  nomenclature,  care  and  use  of  the  rifle. 

"69.  Gallery  Practise. — As  soon  as  practicable  after 
the  enrollment  of  a  student  in  the  cadet  organization, 
he  shall  be  put  through  the  course  in  gallery  practise'] 
prescribed  for  Junior  Marksman's    Course,    National 
Board  for  the  Promotion  of  Rifle  Practise.  ! 

"70.     Estimate   Distances. — Every   cadet   shall   be 
taught  to  estimate  distances  up  to  1,000  yards,  in  ac-.; 
cordance  with  the  principles  set  forth  in  Small  Arms  ] 
Firing  Manual,  United  States  Army. 


ARMS  AND  THE  BOY  267 


"73.  Rifle  Club. — In  each  cadet  company  there  shall 
be  organized  a  rifle  club  under  the  rules  and  regulations 
of  the  War  Department,  National  Board  for  Promotion 
of  Rifle  Practise  and  aflfiliated  with  the  National  Rifle 
Association  of  America. 

"74.  Junior  Marksman. — Every  cadet  under  eighteen 
years  of  age  should  strive  to  win  the  'Junior  Marks- 
man's Lapel  Button,'  issued  by  the  War  Department 
through  the  National  Rifle  Association  of  America. 

"75.  Inter-School  Competition. — Annually  the  rifle 
club  in  each  cadet  organization  shall  appoint  a  team 
to  compete  for  the  War  Department  trophy,  inter- 
school  championship,  and  for  the  adjutant  general's 
trophy. 

ARTICLE  XV 

"78.  Military  Correspondence. — All  official  corre- 
spondence will  be  carried  on  in  a  military  manner  in  ac- 
cordance with  the  form  prescribed  by  the  War  Depart- 
ment. 

"79.  Appendix  B  will  show  the  form  of  military 
communications,  letters,  endorsements,  etc. 

"80.  Letters  and  endorsements  will  be  couched  in 
courteous  language.  Impertinent  and  flippant  remarks 
will  be  carefully  avoided.  Violations  of  this  rule  will  be 
punished  with  demerits. 

"81.  A  communication  will  refer  to  one  subject 
only. 

"82.  All  communications  will  be  promptly  an- 
swered. Violations  of  this  regulation  will  be  punished 
according  to  the  nature  of  the  offense. 


268  ARMS  AND  THE  BOY 


ARTICLE  XVII 


"( 


'88.  Ignorance  of  Regulations  No  Excuse. — A  copy 
of  these  regulations  shall  be  furnished  each  cadet  at 
the  time  of  his  enrollment.  He  shall  carefully  read 
them  and  strive  at  all  times  carefully  to  conform  to 
them.  Ignorance  of  a  regulation  will  not  be  accepted 
as  an  excuse  for  violation  of  the  same." 


EXTRACTS  FROM  A  LETTER  FROM  THE  ADJUTANT  GEN- 
ERAL OF  THE  STATE  OF  CALIFORNIA 

Appropriation  by  Legislature. — "The  state  legisla- 
ture at  its  session  last  spring  appropriated  the  sum  of 
thirteen  thousand  dollars  to  cover  the  support  of  the 
cadets  for  the  next  two  fiscal  years.  Out  of  this  amount 
we  endeavor  to  furnish  as  much  as  possible  of  the  re- 
quired equipment,  with  the  exception  of  uniforms. 

Expense  of  Uniforms. — "One  of  our  greatest  difficul- 
ties lies  in  the  fact  that  we  are  unable  to  furnish 
uniforms.  In  public  schools  it  is  a  hardship  for  some 
parents  to  put  up  eleven  or  twelve  dollars  required  to 
purchase  a  regulation,  olive-drab  uniform.  I  hope  that 
eventually  we  will  be  able  to  obtain  cadet  uniforms 
from  the  government  at  cost;  this  would  be  an  im- 
mense help  for  the  cadet  movement. 

Number  of  Companies. — "At  present  we  have 
twenty-five  cadet  companies  in  high  schools  through- 
out the  state.  Many  applications  to  organize  new 
companies  have  been  received,  and  I  believe  our  cadet 


ARMS  AND  THE  BOY  269 

roster  will  have  several  new  companies  added  this 
tenn. 

Teacher's  Certificates  and  Remuneration. — *The 
California  State  Board  of  Education  will  issue,  upon 
proper  qualifications,  certificates  to  teach  military  sci- 
ence in  high  schools.  This  in  order  that  the  military 
instructor  may  receive  pay  for  his  services  in  the  same 
manner  that  other  special  teachers  are  paid.  Hereto- 
fore, the  services  of  these  instructors  have  been  given 
voluntarily,  and  without  compensation.  I  believe  that 
thiii  recent  action  of  the  State  Board  of  Education  will 
be  a  great  aid  in  making  the  cadet  movement  in  this 
state  a  permanent  institution. 

"You  will  note  from  section  15,  of  the  high-school 
cadet  law,  that  upon  proper  recommendation,  the  gov- 
ernor may  commission,  in  the  same  manner  that  Na- 
tional Guard  officers  are  commissioned,  a  command- 
ant of  cadets,  with  rank  of  major,  for  duty  in  each 
high  school  having  one  or  more  cadet  companies. 

*T  have  found  that  cadet  companies  can  not  be  per- 
manently successful  unless  the  students  receive  recog- 
nition for  their  military  work  from  the  school  authori- 
ties, and  the  time  for  drill  is  provided  during  the 
school  day." 


APPENDIX  VII 
SUGGESTIONS  FOR  RIFLE  PRACTISE  IN  HIGH  SCHOOLS 

By  Captain  W,  R,  Kennedy,  Instructor  of  Rifle  Prac- 
tise, Culver  Military  Academy 

"The  purpose  in  the  training  of  students  should  be 
to  produce  uniform  proficiency  rather  than  an  expert- 
ness  on  the  part  of  a  comparatively  few  men.  A  man 
who  has  once  learned  to  shoot  will  seldom  lose  his 
ability.  The  attention  of  the  instructor  should,  there- 
fore, be  concentrated  on  the  poor  shots.  Particular 
care  should  be  taken  to  avoid  discouraging  the  poor 
shots."    S.  A.  F.  R. 

The  course  will  probably  embrace  the  following  sub- 
jects: 

(a)  Nomenclature  and  care  of  the  rifle. 

(b)  Sighting  drills. 

(c)  Position  and  aiming  drills. 

(d)  Deflection  and  elevation  correction  drills. 

(e)  Gallery  practise. 

(f )  Estimating  distance  drills. 

In  addition  to  the  above,  when  an  outdoor  range  is 
available,  the  following  courses  may  be  added.  The 
National  Guard  ranges  in  most  states  are  open  to  stu- 
dents of  high  schools  and  to  civilian  rifle  clubs. 

270 


ARMS  AND  THE  BOY  271 

(k)  Individual  known  distance  firing,  instruction 
practise. 

(h)  Individual  known  distance  firing,  record  prac- 
tise. 

Complete  instruction  for  the  diflTerent  drills  men- 
tioned above  may  be  had  in  the  Small  Arms  Firing 
Manual,  published  by  the  government  printing  office  at 
Washington,  D.  C,  or  in  Moss*  Manual  of  Military 
Training,  published  by  the  George  Banta  Publishing 
Company,  Menasha,  Wisconsin. 

Rifle  Team  Organization. — Each  year  the  National 
Rifle  Association,  Washington,  D.  C,  conducts  a  series 
of  matches  for  high  schools,  academies  and  colleges. 
Thcise  matches  afl;ord  an  opportunity  for  those  students 
who  are  especially  interested  in  rifle  practise  to  com- 
pete against  the  best  schoolboy  shots  in  the  United 
States. 

Applications  for  information  and  for  entrance  to 
these  matches  should  be  made  to  the  secretary.  Na- 
tional Rifle  Association,  Washington,  D.  C.  He  will 
also  furnish  information  as  to  how  arms,  ammunition 
and  targets  may  be  procured  at  a  very  little  expense 
from  the  United  States  government. 

Construction  of  Galleries  and  Purchase  of  Rifles. — 
Blue  prints  for  the  construction  of  a  very  complete 
indoor  shooting  gallery  may  be  obtained  by  writing  to 
the  E,  I.  du  Pont  de  Nemours  Powder  Company,  Wil- 
mington, Delaware.  The  cost  of  the  equipment  will  be 
about  six  dollars  per  target.    The  cost  of  labor  and 


272  ARMS  AND  THE  BOY 

lumber  will  be  about  twenty-five  dollars  per  target, 
varying  with  local  conditions. 

A  small  portable  bullet  catcher  and  target  holder 
may  be  purchased  from  G.  F.  Hoffman,  of  Needham, 
Massachusetts.  It  is  a  steel  box  with  an  eighteen  inch 
wooden  frame.  It  can  be  set  on  a  table  or  on  the  floor 
for  prone  shooting.  It  can  be  used  at  a  distance  of 
fifteen  feet  by  using  reduced  targets. 

Purchasing  Supplies  from  the  Government. — ^The 
government  will  sell  galleries,  rifles,  ammunition  and 
targets  to  high-school  rifle  clubs. 

Most  of  the  best  teams,  however,  use  rifles  purchased 
from  private  manufacturers.  The  models  in  most  com- 
mon use  are  the  Winchester  "Winder"  musket  and  the 
Stevens  Semi-Military.  These  rifles  have  a  much 
greater  distance  between  the  sights  than  the  govern- 
ment rifle  and  are  more  accurate  for  that  reason.  The 
United  States  Model,  1903,  caliber  .22,  has  the  ad- 
vantage, however,  in  that  it  makes  the  student 
familiar  with  the  action  and  sights  of  the  rifle  which 
he  would  use  in  time  of  war.  The  commercial  rifles, 
however,  will  win  the  matches  as  long  as  the  conditions 
remain  as  they  are  at  present. 


I 


APPENDIX  VIII 

INSTRUCTION  OF  HIGH-SCHOOL  BOYS  IN  RIFLE  SHOOTING 
IN  THE  PUBLIC  SCHOOLS  OF  NEW  YORK  CITY 

The  following  interesting  report  of  rifle  practise 
cQjiducted  by  the  Public  Schools'  Athletic  League  of 
Neiw  York  City  is  published  through  the  courtesy  of 
General  George  Wood  Wingate,  president  and  organ- 
izer of  the  league.  It  contains  very  practical  sugges- 
tions that  could  be  used  in  connection  with  similar  in- 
struction in  high  schools  of  other  cities. 

The  work  of  this  league  in  really  getting  and 
holding  the  interest  of  the  school  boys  and  girls  of  New 
York  City,  and  in  developing  not  only  their  bodies  but 
their  characters,  through  their  interest  in  sports  clean- 
ly and  efficiently  conducted  is  too  well  known  to  need 
comment.  General  Wingate  introduced  rifle  practise 
in  this  country  as  a  part  of  the  military  instruction  of 
the  National  Guard  and  is  the  founder  of  Creedmore. 
He  has  been  president  of  the  National  Kifle  Associa- 
tion of  the  United  States  for  twenty-five  years. 

MARKSMANSHIP 

"There  are  few  departments  of  the  work  of  the 
league  which  are  of  greater  national  importance  than 
the  instruction  of  the  high-school  boys  in  rifle  shooting. 

273 


274  ARMS  AND  THE  BOY 

"This  is  carried  on  by  nineteen  sub-target  gun  ma- 
chines installed  in  the  high  schools. 

"These  machines  are  each  equipped  with  an  army 
rifle  and  are  so  constructed  that  a  boy  practising  re- 
ceives the  same  training  as  if  he  were  actually  firing 
a  ball  cartridge,  while,  on  the  other  hand,  there  is 
neither  noise,  danger  nor  expense. 

Badges  and  Qualifications. — "Those  who  are  able  to 
make  forty-five  points  standing,  out  of  a  possible  fifty 
(a  very  severe  test)  are  called  marksmen,  while  those 
making  a  perfect  score  of  fifty  are  called  sharpshooters, 
and  badges  for  each  of  these  qualifications  are  pre- 
sented by  the  league.  The  league  provided  the  badges 
won  during  the  past  year  in  the  counties  of  New  York, 
Bronx  and  Richmond,  while  those  won  in  Kings  and 
Queens  were  donated  by  the  Brooklyn  Daily  Eagle,  to 
which  the  league  is  under  great  obligations. 

Practise  in  National  Guard  Armories. — "Through  the 
courtesy  of  the  commanding  officers  of  the  different 
National  Guard  regiments,  the  boys  who  qualify  as 
marksmen  and  sharpshooters  are  permitted  to  practise 
with  cartridges  in  the  rifle  galleries  of  the  various  ar- 
mories. The  practise  on  the  machines  gives  the  boys 
steadiness  in  aiming  and  firing,  and  in  consequence 
they  soon  develop  into  remarkable  shots. 

Number  QuaKfying. — "During  the  year  1914  over 
five  thousand  boys  have  regularly  practised  on  the  ma- 
chines, three  hundred  and  ninety-nine  qualified  as 
marksmen  and  one  hundred  and  ninety  as  sharpshoot- 
ers.   A  number  of  girls  also  succeeded  in  qualifying. 


Cadet  Corps  of  the  University  of  Missouri 


Barracks  and  Battalions  of  Cadets — Western  Afilitary  Academy, 
Upper  Alton,  Illinois 


ARMS  AND  THE  BOY  275 


The  'Wingate  Trophy'  for  the  school  qualifying  the 
greatest  percentage,  was  won  by  Morris  High,  with 
one  hundred  and  thirteen  marksmen  and  forty-six 
sharpshooters.  Fourteen  schools  participated  in  the 
tournament  for  the  *Y/hitney  Trophy'  on  the  gun  ma- 
chines, in  which  each  school  team  competed  against 
each  other.  The  excellence  of  the  shooting  may  be 
estimated  from  the  fact  that  Victor  Loader  and  Daniel 
Darge,  of  the  Boys'  High  School,  each  made  'offhand' 
two  hundred  four  points  out  of  a  possible  two  hun- 
dr(id  and  ten. 

The  Army  Practise  Rod. — "Tlie  number  of  boys  who 
are  anxious  to  become  marksmen  in  the  different 
schools  is  so  great  that  these  machines  are  in  constant 
use  and  in  consequence  are  becoming  in  need  of  con- 
siderable repair.  Their  capacity  is  so  inadequate  as  to 
permit  but  a  small  proportion  of  those  who  desire  to 
practise  to  do  so.  The  league  is  therefore  endeavoring 
to  supplement  this  by  securing  for  the  different  schools 
a  number  of  Springfield  rifles  furnished  with  the  *Army 
Practise  Rod.'  This  is  a  rod  which  is  thrown  out  of  the 
barrel  of  the  rifle  for  about  eight  inches  by  the  blow 
of  the  firing  pin  so  that  its  point  makes  an  indenta- 
tion on  a  card  target  (as  a  bullet  would  have  done  if 
the  rifle  had  been  loaded) .  This  is  used  in  substantially 
the  same  manner  as  the  sub-target  gun  machine.  While 
it  is  not  quite  so  valuable  for  instruction  as  the  gun 
machine,  it  nevertheless  enables  valuable  practise  to  be 
had,  and  the  expense  is  only  twenty  dollars  per  gun 


276  ARMS  AND  THE  BOY 

and  apparatus,  as  against  about  two  hundred  and  sev- 
enty dollars  for  the  gun  machine." 

SHOOTING  AT  PEEKSKILL  STATE  RANGE 

"In  previous  years  the  league  has  borne  all  the  ex- 
pense  of  conducting  a  field  day  in  rifle  shooting  on  the 
state  range  at  Peekskill,  at  which  those  high-school 
boys  who  had  qualified  in  practise  would  be  allowed  to 
shoot  in  the  open  with  the  service  rifle  and  ammuni- 
tion. This  included  transportation  (one  dollar  and 
twenty  cents  per  boy)  and  the  cost  of  his  lunch. 

Range  Practise. — ^"Through  the  courtesy  of  Colonel 
N.  B.  Thurston,  the  league  was  able  to  secure  the  use  of 
the  state  range  at  Peekskill  on  October  24,  1914,  and 
the  loan  of  the  necessary  rifles  from  Colonel  Walter 
B.  Hotchkin,  commanding  the  Twenty-second  Regi- 
ment, National  Guard,  New  York.  The  state  furnished 
the  necessary  ammunition.  Major  Henry  C.  Wilson 
and  a  number  of  other  prominent  riflemen  who  volun- 
teered their  services  were  in  charge  of  the  matches, 
and  Colonel  Thurston  acted  as  executive  officer, — to  all 
of  whom  the  league  is  under  great  obligations.  One 
hundred  and  thirty-eight  boys  participated,  and  a  much 
greater  number  would  have  done  so  if  the  league  had 
been  able  to  meet  the  expense  of  taking  them  to  the 
range,  as  it  had  done  in  previous  years.  The  shooting 
was  done  with  the  service  rifle  and  ammunition  at  two 
hundred  yards,  in  both  the  standing  and  prone  posi- 
tions. 


ARMS  AND  THE  BOY  277 

*' Almost  none  of  the  boys  had  ever  had  any  practise 
in  shooting  in  the  open  air  or  with  the  heavy  service 
charge  used  in  the  army  rifle;  or,  in  fact,  with  any 
actual  charge  except  the  small  bullet  and  slight  charge 
used  in  the  rifle  galleries.  A  number  of  them  had 
pnly  had  practise  for  a  few  weeks  on  the  sub-target 
gun  machines  in  their  school  work.  It  was  conse- 
quently expected  by  many  of  the  veteran  riflemen  pres- 
ent that  the  loud  report  and  heavy  recoil  would  cause 
the;  competitors  to  'flinch'  when  firing  and  to  shoot 
badly.  They  were,  therefore,  greatly  surprised  to  see 
lads  of  fourteen,  weighing  but  little  over  ninety  pounds, 
making  first-class  'offhand'  scores  at  two  hundred 
yards. 

"The  highest  individual  score  at  two  hundred  yards 
standing  was  ninety  out  of  one  hundred,  made  by  E.  M. 
Gregory  of  Manual  Training  High  School. 

Conduct  of  Boys  at  Matches. — "The  thorough  train- 
ing which  the  boys  had  previously  subjected  them- 
selves to  produced  a  difference  between  their  conduct 
on  this  occasion  and  that  of  other  young  men  of  their 
age,  which  excited  much  favorable  comment.  They 
were  transported  in  a  special  train  without  any  par- 
ticular control,  and  were  given  perfect  freedom  upon 
the  range.  Yet  neither  in  coming  nor  going  was  there 
the  slightest  disorder,  and  on  the  range  their  conduct 
was  unobjectionable.  Almost  none  of  the  boys  were 
seen  to  smoke.  This  was  simply  because  they  had 
been  instructed  that  if  they  were  going  to  shoot  well 
they  must  not  use  tobacco  or  indulge  in  any  dissipa- 


278  '  ARMS  AND  THE  BOY  - 

tion.  That  they  did  not  do  this  is  shown  by  the  scores 
which  they  made.  But  the  fact  that  they  did  not  must 
be  considered  as  a  demonstration  of  the  value  of  train- 
ing in  this  branch  of  sport. 

Value  of  Practise  on  Sub-Target  Gun  Machines. — 
"The  boys  were  enthusiastic  beyond  description  over 
their  experience.  In  particular  they  were  pleased  to 
find  that  the  result  of  their  practise  on  sub-target  gun 
machines,  which  they  had  felt  at  times  to  be  rather 
more  play  than  actual  work,  had  really  been  most 
profitable  training  for  actual  field  shooting. 

"This  competition  has  excited  much  attention  from 
military  men  and  has  been  commented  upon  by  the 
press  throughout  the  United  States  as  being  a  demon- 
stration of  what  few  really  appreciated,  that  the  'ma- 
chine-made' shooter  is  a  dependable  marksman  under 
service  conditions  and  that  the  league  is  doing  a  work 
of  great  value  to  the  country  in  making  sharpshooters 
of  its  schoolboys. 

Influence  on  Clean  and  Manly  Living. — ^"If  this  in- 
struction should,  as  I  hope  and  think  it  will,  be  made 
general  throughout  the  country,  so  that  a  large  propor- 
tion of  our  youth  should  become  sharpshooters,  the 
boys,  besides  attaining  the  valuable  qualities  of  quick 
perception,  steady  nerves  and  cool  self-reliance,  and 
having  an  enjoyable  time,  would  be  led  to  abstain  from 
cigarette  smoking  and  other  vices  and  to  live  clean 
manly  lives. 

Value  as  a  Guarantee  of  Peace. — "While  there  is  a 
certain  number  of  peace  advocates  who  have  objected 


ARMS  AND  THE  BOY  279 


to  introducing  military  instruction  in  our  schools,  cer- 
tainly none  can  object  to  teaching  our  youth  the  use 
of  the  rifle.  This  country  must  depend  for  its  defense 
in  time  of  war  upon  hasty  levies  of  volunteers. 

'If  these  are  taught  in  their  youth  to  shoot  they  will 
never  forget  it,  and  but  a  little  practise  will  be  re- 
quired to  make  them  efficient  if  an  emergency  should 
ever  arise  which  would  require  them  to  volunteer  to 
defend  their  country  and  their  flag.  Without  such 
knowledge  they  would  be  worthless  as  soldiers.  If  the 
method  which  the  league  is  now  carrying  out  could 
be  made  general  in  the  high  schools  throughout  the 
country,  so  that  a  large  proportion  of  our  youth  should 
become  sharpshooters,  a  force  would  be  provided  at 
nominal  expense  which  would  render  the  nation  able  to 
defend  its  shores  against  any  invader  without  the  nec- 
essity of  maintaining  a  large  regular  army. 

"It  would,  therefore,  constitute  the  greatest  possible 
guarantee  for  national  peace." 

EXTRACT  FROM  LETTER  FROM  GENERAL  WINGATE  REGARD- 
ING ADDITIONAL  EQUIPMENT  FOR  RIFLE  PRACTISE 
AND  INTRODUCTION  OF  ELEMENTARY  DRILL 

*Tn  December  we  supplemented  the  methods  which 
I  mentioned  in  my  report,  by  purchasing  one  hundred 
ten  Krag  rifles,  which  are  to  be  equipped  with  the 
practise  rod,  and  which  will  largely  add  to  the  number 
who  will  be  instructed  in  marksmanship.  We  have  en- 
deavored to  introduce  some  military  instruction  in 
several  of  the  high  schools  by  providing  instructors 


280  ARMS  AND  THE  BOY 

at  some  of  the  armories,  at  which  those  boys  who  go 
there  to  shoot,  can  also  obtain  some  military  drill.  This 
drill  was  confined  to : 

"1.  Instruction  in  mechanism  and  care  of  the  serv- 
ice rifle. 

"2.  School  of  the  soldier  and  company,  which  was 
to  be  continued  only  so  long  as  to  make  a  boy  fairly 
■proficient. 

"3.  Verbal  instructions  in  regard  to  field  work, 
such  as  camping,  hygiene,  and  similar  matters. 

"Special  care  was  taken  to  avoid  too  much  formal 
drill." 

RIFLE  PRACTISE  IN  SALT  LAKE  CITY  HIGH  SCHOOLS 

The  Salt  Lake  City  High  Schools  provide  two  rifle 
galleries  completely  equipped.  Gallery  practise  is 
given  to  all,  including  girls  and  teachers.  Although 
not  introduced  until  1910,  the  school  won  the  cham- 
pionship for  the  Astor  cup  in  1913.  A  lady  teacher, 
who  is  a  crack  shot,  is  in  charge  of  the  range. 


APPENDIX  IX 


RIFLE  PRACTISE  FOR  HIGH  SCHOOLS  OF  CALIFORNIA 

The  following  regulations,  which  govern  target  prac- 
tise of  the  California  high-school  cadets,  are  published 
through  the  courtesy  of  Brigadier  General  C.  W. 
Thomas,  Jr.,  Adjutant  General,  State  of  California: 

"1.  In  addition  to  the  gallery  practise  provided  for 
in  paragraph  69,  California  Rules  and  Regulations,  for 
th€!  government  of  the  high-school  cadets,  the  follow- 
ing regular  practise  will  be  held  each  year: 

Instruction  practise 
Table  1. — Slow  fire 


Ranges 
(real) 
feet 

Ranges 

(simulated) 

yards 

Targets 

Time 

Shots 

Position 

50 

200 
30O 

T 

Z 

No  Umit 

No  limit 

15 
20 

I     5  prone. 
•{     5  kneeling. 
1    5  standing. 

\  10  prone. 
1  10  sitting. 

Tablk   2. — Rapid  fire 
(Battle  sight  only  will  be  used.) 


Ranges 
(real) 
feet 

Ranges 

(simulated) 

yards 

Targets 

Time 

Shots 

Position 

50 

200 
300 

Y 

Z 

1 
1 

min. 

10 
10 

Kneeling 

from 

standing. 
Prone  from 

standing. 

50 

mln. 
10 

and. 
sees. 

281 


282  ARMS  AND  THE  BOY 

Record  practise 
Table    3. — Slow    fire 


Ranges 
(real) 
feet 

Ranges 

(simulated) 

yards 

Targets 

Time 

Sliots 

Position 

50 

50 

200 
300 

T 

Z 

No  limit 

No  limit 

10 
10 

J   5  standing-. 
1   5  prone. 

J   5  sitting. 
1    5  kneeling. 

Rapid  fire  as  given  in  Table  2. 
DESCRIPTION   OF  SYSTEM 


"2.  Range. — The  range  is  fifty  feet,  which  enables 
the  firer  to  see  the  hole  made  by  the  shot,  and  saves 
the  time  ordinarily  taken  in  indicating  the  position  of 
the  hit. 

"3.  Targets. — ^The  division  of  miniature  targets  X, 
Y  and  Z  are,  respectively,  one-sixth,  one-twelfth  and 
one-eighteenth  of  the  size  of  the  divisions  on  the  'A' 
target,  and  subtend  the  same  visual  angle  as  do  those 
of  the  A  target  when  at  one  hundred,  two  hundred  and 
three  hundred  yards. 

"4.  Course. — The  course  uses  miniature  target  Y  for 
two  hundred  yards,  and  target  Z  for  three  hundred 
yards  firing.  It  is  preceded,  when  there  is  no  gallery 
range,  by  such  firing  at  target  X  as  may  be  necessary. 

"5.  Back  Stop. — A  back  stop  ten  feet  high  is,  in 
point  of  safety,  when  firing  at  fifty  feet,  equivalent  to 
a  back  stop  of  sixty  feet  at  a  distance  of  one  hundred 
yards  and  one  hundred  and  twenty  feet  at  a  distance 
of  two  hundred  yards.  It  is  generally  possible  to  find 
in  the  vicinity  of  the  station  or  camp  a  perpendicular 
cut  bank  having  a  height  of  ten  feet  or  more.    In  case 


ARMS  AND  THE  BOY  283 

such  a  bank  can  not  be  found  a  suitable  back  stop  will 
be  constructed.  Nine  inches  of  sand  or  eighteen  inches 
of  loam  will  be  sufficient  to  stop  the  bullet. 

"6.  Method  of  Firing. — An  instructed  man  is  de- 
tailed to  coach  each  recruit.  The  squad  of  recruits  is 
drawn  up  facing  the  targets.  At  the  command  or  sig- 
nal 'Commence  firing'  the  recruits,  under  the  super- 
vision of  the  expert  shots  detailed  as  coaches,  fire 
slowly  until  five  cartridges  have  been  fired.  The  coach, 
standing  by  the  recruit,  corrects  his  fault  of  position 
or  trigger  squeezing,  points  out  the  position  of  each 
shot,  and  in  each  case  explains  the  cause  of  each  miss. 
When  ten  shots  are  fired  the  miniature  targets  are 
removed  to  serve  as  records,  and  replaced  by  new  tar- 
gets, when  the  firing,  if  necessary,  recommences.  The 
disappearing  target  is  not  used  in  rapid  fire  in  this 
course.  In  rapid  fire  each  man  takes  position  standing 
in  front  of  the  target  assigned  to  him.  The  officer  in 
charge  of  the  line  will  command  *Load.'  The  magazine 
will  be  filled,  the  piece  loaded  with  one  cartridge  there- 
from, and  the  safety  lock  turned  to  *Safe.'  When  all 
are  ready  the  officer  in  charge  of  the  firing  line  will 
command  'Ready,'  when  the  safety  lock  will  be  turned 
to  the  ready  and  the  position  of  'Ready'  standing  as- 
sumed, with  the  sling,  if  used,  on  the  arm.  At  the 
command  or  signal  'Commence  firing,'  he  takes  the 
^  prescribed  position,  opens  fire  and  endeavors  to  fire 
five  shots.  The  command  or  signal  'Cease  firing'  is 
giyen  at  the  expiration  of  the  time  limit,  when  all  firing 
ceases. 


284  ARMS  AND  THE  BOY 

"7.  Target  X  is  a  rectangular  paper  target  eight  by 
twelve  inches.  Black  circular  bull's  eye,  one  and  one- 
third  inches  diameter;  center  ring,  four  and  one-third 
inches  diameter;  inner  ring,  seven  and  two-thirds 
inches  diameter ;  outer,  remainder  of  target.  Value  of 
hits  same  as  on  Target  A.    (See  S.  A.  F.  M.  1913.); 

"8  Target  Y  is  a  rectangular  paper  target,  four  by 
six  inches.  Black  circular  bulFs  eye  two-thirds  inch 
diameter ;  center  ring,  two  and  one-sixteenth  inches  di- 
ameter ;  inner  ring,  three  and  five-sixteenths  inches  di- 
ameter ;  outer,  remainder  of  target.  Value  of  hits  same 
as  on  Target  A. 

"9.  Target  Z  is  a  rectangular  paper  target  two  and 
two-thirds  by  four  inches.  Black  circular  bulFs  eye 
four-ninths  inch  diameter;  center  ring,  one  and  four- 
ninths  inches  diameter;  inner  ring,  three  and  five-six- 
teenths inches  diameter;  outer,  remainder  of  target. 
Value  of  hits  same  as  on  Target  A. 

"10.  Classification. — ^The  following  grades  of  classi- 
fication are  obtained  in  record  practise : 

Marksmanship,  150  points,  possible  200. 

Sharpshooter,  165  points,  possible  200. 

Expert  Rifleman,  180  points,  possible  200. 

*'ll.  Insignia. — ^Marksmen  will  be  given  a  bronze  pin ; 
sharpshooters  will  be  given  a  bronze  cross ;  expert  rifle- 
men will  be  given  a  silver  pin.  Insignias  will  be  issued 
on  April  first  each  year.  List  of  cadets  with  their 
aggregate  scores  certified  by  the  commandant  of  each 
school  will  be  forwarded  to  the  adjutant  general's  ofl[ice 
in  time  to  make  the  issue. 


ARMS  AND  THE  BOY  285 


"12.  .  From  the  cadets  who  have  completed  the 
course  set  forth  in  Tables  1,  2  and  3,  above,  a  team  of 
ten  cadets  and  two  alternates  will  be  selected  from  each 
company  to  attend  the  state  shoot  each  year.  The 
team  thus  selected  will  be  known  as  the  regular  team. 

"13.  The  state  shoot  will  be  held  each  year  not  ear- 
lier than  April  first  nor  later  than  May  thirty-first. 

"14.  The  competitions  mentioned  in  paragraph  75, 
California  Rules  and  Regulations  for  the  Government 
of  the  High-School  Cadets,  and  all  other  competitions 
will  be  held  at  the  state  shoot. 

"'15.  Upon  arrival  at  camp  the  regular  teams  from 
esmh  school  will  select  from  among  their  members  a 
team  to  be  known  as  the  competitive  team.  The  ag- 
gregate scores  made  in  the  regular  team  shooting  by 
mcjmbers  of  the  competitive  team  will  constitute  the 
scores  of  the  competitive  team. 

"16.  At  the  state  shoot  the  following  gallery  record 
practise  will  be  held :  Range  fifty  feet,  ten  shots  stand- 
ing, ten  shots  prone,  on  the  National  Rifle  Association 
gallery  target. 

"17.  At  the  state  shoot  the  following  record  prac- 
tise, service  ammunition,  will  be  held : 

TABT.H  1. — Target  A,  slow  fire 


Range 

Time 

Shots 

Targets 

Position 

200 
200 

No  limit 

No  limit 

10 
10 

A 

A 

Prone. 

5  kneeling,  5  standing 

286  ARMS  AND  THE  BOY 

Table  2. — Target  D,  rapid  fire,  "battle  sight 


Range 

Time 

Shots 

Targets                 Position 

200 
200 

1  minute 

1  minute 

5 
5 

D Prone. 

D Sitting  or  kneeling. 

In  rapid  fire  the  position  may  be  assumed  and  cut-off  turned  to 
ready  prior  to  the  appearance  of  the  target,  provided  that  the  butt  of 
the  rifle  Is  not  placed  to  the  shoulder  until  the  target  appears. 

\ 

"18.  State  Championship. — ^To  the  competitive  team 
making  the  highest  aggregate  score  in  both  gallery 
record  practise  (par.  16),  and  record  practise,  service 
ammunition  (par.  17),  will  be  awarded  the  champion- 
ship plaque  presented  by  the  War  Department. 

"19.  Adjutant  General's  Cup,  Gallery  Shooting. — To 
the  regular  team  making  the  highest  aggregate  score 
in  the  gallery  record  practise  (par.  16),  will  be 
awarded  this  cup. 

"20.  Adjutant  General's  Cup,  Record  Practise  Service 
Ammunition. — To  the  regular  team  making  the  highest 
aggregate  score  in  record  practise,  service  ammunition 
(par.  17) ,  will  be  awarded  this  cup. 

"21.  To  the  members  of  any  team  not  over  eighteen 
years  of  age  who  make  seventy-five  points  for  both 
positions  in  Table  1,  paragraph  17,  will  be  awarded  the 
Junior  Marksman's  Outdoor  Medal,  National  Rifle 
Association. 

"22.  To  the  members  of  any  team  under  eighteen 
years  of  age  who  make  thirty-eight  points  standing 
and  forty-two  points  prone,  or  a  total  of  eighty  points 


ARMS  AND  THE  BOY  287 


of  a  possible  one  hundred  in  the  record  gallery  shoot- 
ing (par.  16)  will  be  awarded  the  Junior  Marksman's 
Lapel  Button,  National  Rifle  Association. 

"23.  All  shooting  will  be  under  the  supervision  of  a 
judge  appointed  by  the  National  Rifle  Association  of 
America. 

INDIVIDUAL  COMPETITIONS 

"24.  To  the  cadet  who  makes  the  highest  aggregate 
score  in  the  record  practise  prescribed  in  paragraph  1, 
will  be  awarded  a  gold  medal,  to  the  cadet  making  the 
second  highest  score  will  be  awarded  a  silver  medal, 
and  to  the  cadet  making  the  third  highest  score  will 
be  awarded  a  bronze  medal. 

"25.  To  the  cadet  who  makes  the  highest  aggregate 
score  in  the  record  practise,  service  ammunition,  pre- 
scribed in  paragraph  17,  will  be  awarded  a  gold  medal, 
to  the  cadet  making  the  second  highest  score  will  be 
av^arded  a  silver  medal,  and  to  the  cadet  making  the 
third  highest  score  will  be  awarded  a  bronze  medal. 

"26.  Postgraduates  will  not  be  allowed  to  compete 
for  prize  medals  or  trophies,  nor  will  they  be  allowed 
to  shoot  on  the  teams  sent  to  the  state  shoot.  They 
will,  however,  be  allowed  to  shoot  the  regular  courses 
indoor  and  outdoor. 

"27.  No  cadet  shall  be  permitted  to  fire  on  the  out- 
door ranges  until  he  shall  have  qualified  as  a  sharp- 
shooter on  the  gallery  range." 


APPENDIX  X 
SUMMER  CAMPS  FOR  HIGH-SCHOOL  STUDENTS 

The  following  general  data  is  relative  to  a  free  camp 
of  military  instruction  for  high-school  students  held  at 
Culver  Military  Academy  between  the  tenth  and 
twenty-fourth  of  May,  1915. 

The  total  enrollment  of  students  was  two  hundred. 
Their  ages  ranged  from  fourteen  to  twenty.  They 
were  selected  as  is  hereinafter  described,  from  the 
various  counties  of  Indiana.  The  boys  while  at  the 
encampment  were  quartered  in  seven  by  nine  tents 
with  elevated  board  floors.  Regulation  conical  or  pyra- 
midical  tents  would  have  been  preferable. 

Two  large  mess  tents  twenty-five  by  fifty  accommo- 
dated the  boys  at  mess.  Provisions  were  furnished  by 
the  academy  commissary  department.  A  twenty  by 
fifty  foot  tent  was  also  used  as  a  kitchen  and  was 
equipped  with  field  ranges. 

Organization.- — ^The  recruits  were  organized  as  a  bat- 
talion of  four  companies.  The  company  officers  and 
sergeants  of  the  student  battalion  were  chosen  from 
experienced  privates  of  two  or  three  years'  service  in 
the  cadet  corps.  They  were  especially  instructed  as 
drill  masters  prior  to  the  opening  of  the  camp.  Their 
work  was  entirely  satisfactory  as  evidenced  by  the  re- 

288 


%, 


Extended  Order  Drill^Collcge  of  St.  Thomas,  St.  l^aul 


(Photo    l)y    Cliicago    Xeus) 

High-School  Stiident.s  Receiving  Instruction  m  the  Trenches 
— Culver 


ARMS  AND  THE  BOY  289 


suits.  The  experience,  also,  was  a  most  beneficial  one 
for  them  and  demonstrated  the  value  of  their  training 
in  qualifying  them  to  command  volunteer  troops. 

Interest  in  Work. — Despite  much  rainy  and  cold 
weather,  the  interest  and  zeal  of  the  students  was  most 
marked  and  remained  unabated  throughout  the  en- 
campment. Although  given  a  hard  daily  schedule,  they 
could  be  seen  in  the  company  streets  in  recreation 
hours,  drilling  one  another  or  practising  with  signal 
flags,  etc.  At  the  end  of  the  encampment,  the  major- 
ity showed  a  marked  improvement  in  carriage.  They 
acquired  apparently  something  of  the  spirit  as  well  as 
the  outward  form  of  military  courtesy. 

Proficiency  Acquired. — They  acquired  in  the  two 
W€:eks  a  wider  range  of  practical  information  than  any 
high-school  cadets  I  have  known.  The  marching  was 
st<3ady,  the  movements  of  the  drill  enacted  with  pre- 
cision and  the  manual  of  arms  was  exceptionally  good. 
The  extended  order  drills  were  executed  promptly  and 
without  confusion,  the  rushes  were  spirited  and  well 
timed.  Sights  were  accurately  set  and  the  fire  control 
was  good.  Corporals  appointed  from  the  high-school 
students  after  the  first  week  lead  their  squads  with 
surprising  confidence  and  efficiency. 

Extent  of  Instruction. — The  instruction  was  by  no 
means  limited  to  mere  drill.  All  students  learned  the 
signal  code.  Thirty  per  cent,  were  able  to  send  and 
receive  messages  with  a  fair  degree  of  speed,  using 
flags,  heliograph  and  wireless.  All  were  taught  use  of 
the  first-aid  packet,  methods  of  carrying  the  wounded 


290  ARMS  AND  THE  BOY 

and  fundamental  principles  of  military  hygiene.  They 
jwere,  also,  practised  in  the  pitching  of  shelter  tents 
and  the  conical  wall  tent. 

Each  company  was  taken  through  the  ceremony  of 
guard  mounting  and  each  individual  instructed  in  the 
duties  of  sentries  of  interior  guard  and  outposts,  both 
by  means  of  lecture  and  by  actually  being  placed  on 
post. 

Practical  instruction  was  also  given  in  the  laying 
out,  construction  and  use  of  modern  trenches. 

Each  student  was  taught  to  use  the  field  kit  for  indi- 
vidual cooking,  one  company  cooking  its  noonday 
meal  in  this  manner.  The  camp  kitchens  and  mess 
tents  were  under  the  immediate  direction  of  a  sergeant 
of  the  quartermaster  corps  detailed  by  the  War  Depart- 
ment. Students  were  detailed  at  each  meal  to  assist  in 
serving  the  food.  Each  boy  washed  his  ov/n  mess  kit 
at  the  conclusion  of  the  meal. 

Students  cared  for  their  own  tents  and  policed  the 
camp  streets.  Those  who  were  late  at  formations  or 
were  reported  for  untidiness  were,  as  far  as  possible, 
utilized  for  this  duty. 

One  practise  march  of  nine  miles  was  given  and  one 
field  problem.  The  latter  was  observed  by  Lieutenant 
J.  H.  Barnard,  Fifth  United  States  Cavalry,  who  com- 
mented most  favorably  on  the  interest,  intelligence  and 
judgment  displayed  by  the  students  in  the  exercise. 
Tactical  walks  and  talks  on  scouting  were  taken  with 
two  companies  per  day. 

Aiming  and  sighting  drills  and  gallery  practise  were 


ARMS  AND  THE  BOY  291 

given  each  student,  as  well  as  instruction  in  the  care 
and  cleaning  of  the  rifle. 

Two  battalion  inspections  were  held.  The  battalion 
was  reviewed  by  the  State  Board  of  Education,  the 
Adjutant  General  of  the  State,  Lieutenant  J.  H.  Bar- 
nard, Fifth  United  States  Cavalry,  and  Major-General 
Leionard  Wood,  United  States  Army.  General  Wood 
expressed  himself  as  regarding  the  progress  of  the 
students  remarkable  considering  the  time  under  in- 
struction. 

At  the  conclusion  of  the  camp,  the  students  formed 
among  themselves  a  junior  league  for  national  defense 
with  the  purpose  of  encouraging  such  training  among 
high-school  students.  They  elected  as  president  H.  A. 
Lockhart,  of  Avilla,  Indiana,  who  was  also  the  winner 
of.  the  free  scholarship  in  the  Culver  Summer  School, 
offered  by  the  board  of  trustees  to  the  student  showing 
the  greatest  zeal  and  diligence. 

Method  of  Selecting  Students  and  Value  of  Plan. — ■< 
In  considering  the  results  obtained  in  the  experimental 
camps  at  Culver  as  a  criterion  of  the  value  of  a  general 
application  of  the  plan,  certain  questions  may  arise, 
among  others,  whether  or  not  the  boys  at  the  Culver 
camp  were  especially  selected.  One-half  of  them  were. 
One  hundred  boys  were  taken  from  the  state  at  large, 
one  place  being  allotted  to  each  county.  These  boys 
were  selected  on  a  basis  in  which  the  element  of  leader- 
ship played  an  important  part.  Points  were  given  for 
membership  on  school  athletic  teams,  debating  teams, 
etc.,  and  additional  points  to  the  captains  or  leaders. 


292  ARMS  AND  THE  BOY 

Studies,  conduct  and  so  forth  were  also  taken  into  ac- 
count. These  boys  were  above  the  average  in  initiative, 
keenness,  etc. 

On  the  other  hand,  one  hundred  places  were  allotted 
to  Marshall  County,  in  which  the  academy  is  situated. 
In  this  case,  the  departure  from  the  average  was  not 
so  great.  Even  this  hundred,  however,  was,  undoubt- 
edly, above  the  average  in  initiative,  for  they  were 
tackling  something  new,  something  that  they  knew 
little  about.  Other  boys  with  less  initiative,  with  less 
of  the  spirit  of  the  pioneer  would  hang  back  until  the 
"other  fellow"  had  tried  it  out,  until  they  knew  what 
it  was  like.  On  the  whole,  therefore,  in  the  general 
application  of  the  plan,  the  average  material  would 
not  lend  itself  so  well  to  the  training  contemplated  as 
that  collected  at  the  Culver  student  camp. 

Again,  at  Culver  these  boys  had  before  them  the 
object  lesson  of  a  well-drilled,  well-disciplined  corps  of 
cadets.  Furthermore  in  the  first  two  days  of  the  en- 
campment one  of  these  cadets  was  assigned  to  each 
recruit  as  an  instructor.  The  progress  under  such  con- 
ditions was  naturally  more  rapid  than  could  be  expected 
outside  of  a  military  school  or  garrison.  j 

Nevertheless,  making  due  allowance  for  the  applica- 
tion of  the  plan  in  specially  organized  camps,  if  compe- 
tent drill  masters  can  be  supplied,  I  am  confident  that 
the  response  from  the  students  will  be  such  that  re- 
sults may  be  obtained  of  much  greater  value  than  from 
any  means  of  instruction  now  in  operation  for  affording 
military  training  to  our  citizen  population. 


ARMS  AND  THE  BOY  293 

Gain  from  Intensive  Instruction. — I  am  also  con- 
vinced that  the  high-school  students  in  the  camp  at 
Culver  gained  much  more  in  the  two  weeks  both  in 
military  training  and  discipline  than  the  same  body 
of  boys  would  have  gained  from  two  hours  per  week 
throughout  the  school  year  because  the  cumulative 
effect  was  greater. 

Where  drills  are  given  only  a  certain  number  of 
times  per  week,  it  is  my  opinion  that  the  students  do 
not  really  enter  into  the  military  spirit.  More  com- 
pelling interests  between  drills  largely  efface  the  dis- 
ciplinary influence  of  the  training  and  the  advantage 
is  chiefly  mechanical,  i.  e.,  teaching  men  to  move  in 
mass  in  response  to  command.  Also  in  the  bi-weekly 
drills  during  the  school  year  it  would  be  impracticable 
to  give  the  wider  range  to  practical  instruction  af- 
forded in  camp.  In  the  former  case,  the  repetition  of 
the  close  order  drills  would  tend  to  become  monotonous 
and  the  esprit  in  most  cases  would  be  small. 

From  my  observation  and  from  the  present  experi- 
ment, I  would  be  inclined  to  urge  for  the  high  schools 
systematic  physical  training,  rifle  practise,  map  read- 
ing, etc.,  throughout  the  school  year,  with  a  minimum 
of  military  drill,  most  of  the  actual  military  training 
to  be  given  in  summer  camps.  The  county  fair  grounds 
could  be  utilized  v/herever  they  afford  sanitary  condi- 
tions for  camping.  Tentage  could  be  furnished  by  the 
state  or  national  government,  and  sufficient  officers 
for  supervision  and  control.  Boys,  I  believe,  psycho- 
logically make  the  best  drill  masters  for  boys.    Boys 


294  ARMS  AND  THE  BOY 

respond  more  whole-heartedly  to  the  leadership  of  their 
comrades  than  to  adult  leadership.  Many  cadets  of 
our  best  military  schools  would  doubtless  volunteer  as 
drill  masters.  It  would  be  a  good  thing  for  them  as 
well  as  the  boys  instructed.  Perhaps,  to  some  extent, 
cadets  from  West  Point  might  be  utilized.  It  would 
certainly  be  an  excellent  training  for  many  of  these 
cadets  who  have  little  opportunity  to  instruct  or  exer- 
cise command  until  after  they  graduate. 

There  is  no  doubt  as  to  the  benefits  that  would  accrue 
to  young  men  taking  such  training.  They  would  ac- 
quire a  discipline  and  respect  for  authority  which  would 
be  invaluable  to  them.  They  would  be  assisted  in  be- 
coming good  citizens  as  surely  as  military  reservists. 

A  more  detailed  report  of  the  camp  illustrated  with 
photographs  of  the  students  under  instruction  has  been 
prepared  by  the  director  of  the  board  of  trustees  of 
the  Culver  Military  Academy,  and  will  be  mailed  on  re- 
Jquest  to  those  who  are  interested  in  organizing  such 
camps. 


APPENDIX  XI 


CERTIFICATE  ISSUED  BY  THE  WAR  DEPARTMENT  TO  THE 

GRADUATES  OF  MILITARY  SCHOOLS  AND  COLLEGES  TO 

WHICH  OFFICERS  OF  THE  ARMY  ARE  DETAILED 

AS  PROFESSORS  OF  MILITARY  SCIENCE 

AND  TACTICS 

*'IJulletin  No.  38 

"WAR  DEPARTMENT, 


"Washington,  December  6, 1915. 

"1.  As  a  result  of  a  conference  between  a  commit- 
tee of  the  War  Department  and  a  committee  represent- 
ing the  Association  of  Military  Schools  and  Colleges,  it 
h^is  been  decided  that  the  War  Department  will  issue 
to  the  graduates  of  military  schools  and  colleges,  at 
which  officers  of  the  army  are  detailed  as  professors 
of  military  science  and  tactics,  who  have  pursued  the 
military  course,  a  certificate  as  follows : 

"This  is  to  certify  that a  graduate 

from (class )  has  suc- 
cessfully completed  the  prescribed  course  in  its  military 
d(;partment,  and  having  demonstrated  his  military  ca- 
pacity by  examination,  is  recommended  by  the 

and  professor  of  military  science  and  tactics 

at as  qualified  mentally,  morally, 

and  physically  for  appointment  as  a 

295 


296  ARMS  AND  THE  BOY 

of  Volunteers  or  Eeserves,  and  that  this  recommenda- 
tion  has  been  made  of  record  in  the  War  Department. 
"In  order  that  a  record  of  this  certificate  may  remain 
on  the  files  of  the  War  Department,  the  recipient  is  re- 
quired to  keep  the  adjutant  general  of  the  army  ad- 
vised of  any  change  in  permanent  address. 


Secretary  of  War. 

"2.     The  examination  referred  to  in  the  certificate 
will  be  both  written  and  practical  and  will  be  conducted 
by  the  professor  of  military  science  and  tactics,  under 
instructions  from  the  War  Department. 
"By  order  of  the  Secretary  of  War  : 

"H.  L.  SCOTT, 
"Major  General,  Chief  of  Staff. 
^•Official: 

"H.  P.  McCAIN, 
"The  Adjutant  General." 


APPENDIX  XII 


SECURING  MILITARY  INSTRUCTORS  AND  ARMS  AND  EQUIP- 
MENT FROM  THE  GOVERNMENT — PURCHASING 
UNIFORMS  ECONOMICALLY 

This  information  is  gathered  from  various  official 
sources  and  an  attempt  has  been  made  to  free  it  from 
technical  expressions  that  sometimes  prove  confusing 
to  the  laj-man  in  the  school  or  college,  who  is  seeking 
information  on  this  subject. 

It  is  possible  to  secure  an  army  officer  as  military 
instructor  under  several  different  conditions. 

SEC:URING  AN  ARMY  OFFICER  AS  MILITARY  INSTRUCTOR 

7lctive  Officers  or  Retired  Officers  With  Full  Pay" 
from  the  Government. — Under  the  present  law,  the  to- 
tal number  of  active  officers  and  retired  officers  with 
full  pay  and  allowances  who  may  be  detailed  for  duty  at 
schools  and  colleges  is  limited  to  one  hundred.*  These 
officers  are  allotted  to  the  various  states  according  to 
population.  This  means  that  there  will  be  at  most, 
only  two  or  three  institutions  in  each  state  that  can 
secure  the  services  of  an  officer  wholly  at  government 
expense. 

•The  Military  bill  novr  before  Congresa  contemplates  Increasing 
this  number  to  three  hundred. 

297 


298  ARMS  AND  THE  BOY 

Retired  Officers  with  Difference  Between  Active  and 
Retired  Pay  Paid  by  School. — ^However,  it  is  possible 
for  other  institutions  to  secure  the  detail  by  the  gov- 
ernment of  a  retired  officer,  provided  satisfactory  ar- 
rangements are  made  with  the  officer  in  the  matter  of 
a  salary  to  be  paid  by  the  institution.  Ordinarily,  it 
would  be  necessary  for  the  institution  to  pay  such  an 
officer  the  difference  between  his  retired  and  active  pay 
and  to  furnish  him  suitable  quarters,  heat  and  light,  or 
commutation  of  the  same. 

The  active  pay  of  a  captain  would  be  two  thousand 
three  hundred  dollars  plus  ten  per  cent,  for  each  five 
years  of  active  service.  His  retired  pay  is  three-fourths 
of  that  total  amount,  so  that  the  institution  would  have 
to  pay  one-fourth  of  his  total  active  pay.  Commuta- 
tion of  quarters  for  a  captain  would  amount  to  forty- 
eight  dollars  per  month.  Fuel  and  lights  depend  on 
the  season  of  the  year  and  the  geographical  location. 
It  probably  would  average  about  ten  dollars  per  month 
for  the  year. 

Condition  Under  Which  the  Detail  of  an  Officer  May 
be  Secured. — ^In  order  to  secure  the  detail  of  an  active 
officer,  or  retired  officer  with  full  pay,  it  is  necessary 
that  the  college  shall  comply  with  the  following  con- 
ditions : 

It  must  have  capacity  to  educate  at  one  and  the 
same  time,  not  less  than  one  hundred  and  fifty  male 
students. 

To  secure  the  detail  of  an  active  officer,  the  institu-  i 
tion  must  agree  to  maintain  not  less  than  one  huadred  | 


ARMS  AND  THE  BOY  '  299 


and  fifty  male  pupils  over  fifteen  years  of  age  under; 
military  instruction. 

To  secure  the  detail  of  a  retired  officer  receiving  full 
active  pay  from  the  government,  the  college  must 
agree  to  maintain  under  military  instruction  not  less 
than  seventy-five  pupils  over  fifteen  years  of  age. 

The  college  in  both  of  the  foregoing  cases  must  also 
agi'ee  to  give  a  minimum  of  three  hours'  military  in- 
struction per  week. 

Detail  of  Retired  Non-Commissioned  Officers. — It  is 
also  possible  to  secure  the  detail  of  a  retired  non-com- 
mi.ssioned  officer  to  assist  the  officer  on  duty  provided 
the'  institution  will  pay  his  commutation  of  quarters 
and  the  extra  duty  pay  to  which  he  is  entitled  for  the 
peiformance  of  special  duty.  This  will,  of  course,  be 
a  small  amount. 

(choice  of  Institution  in  Matter  of  Officer  to  be  De- 
tailed.— ^The  institution  has  some  choice  in  the  matter 
of  the  officer  to  be  detailed.  If,  however,  the  institu- 
tion desires  an  active  officer,  it  may  happen  that  he  is 
not  available  for  college  use.  In  that  event,  the  selec- 
tion will  be  made  by  the  War  Department.  An  active 
officer  is  not  available  unless  he  has  had  at  least  five 
years'  commissioned  service  in  the  army.  Active  of- 
ficeirs  are  compelled  to  serve  two  years  out  of  six  with 
troops.  It  is  therefore  difficult,  with  the  present  short- 
ag(i  of  officers,  to  get  an  active  officer  who  has  three 
years  in  the  clear  that  he  can  serve  on  college  duty. 

When  it  comes  to  retired  officers,  however,  the  col- 
lege may  be  able  to  select  almost  any  officer  it  wishes 


800  ARMS  AND  THE  BOY 

provided  the  detail  is  agreeable  to  him,  and  provided  he 
is  not  above  the  rank  of  major.  Retired  officers  above 
the  rank  of  major  are  not  permitted  to  accept  college 
details  unless  they  are  to  become  the  president  or  ex- 
ecutive head  of  the  institution. 

List  of  Available  Retired  Officers  From  Adjutant 
General. — Application  to  the  adjutant  general  will  un- 
doubtedly give  you  a  list  of  retired  officers  who  will 
be  available  for  this  duty.  Many  of  these  officers  have 
been  retired  for  slight  disability  which  would  not  in- 
terfere with  the  performance  of  duties  at  the  college. 
It  is  scarcely  necessary  to  say  that  a  great  deal  de- 
pends on  getting  exactly  the  right  officer.  Many  offi- 
cers who  are  perfectly  competent  to  handle  troops, 
would  not  be  successful  in  college  work. 

Extra  Pay. — In  some  cases  even  active  officers  and 
retired  officers  receiving  full  pay  from  the  govern- 
ment, also  get  some  extra  remuneration  from  the  in- 
stitution. This  amount  varies  and  is  a  matter  of 
personal  arrangement  between  the  officer  and  the  in- 
stitution. 

How  AppKcations  Are  Made.^ — ^Application  for  the 
detail  of  an  officer  of  the  army  should  be  made  by  the 
president  of  the  institution  to  the  adjutant  general  of 
the  army. 

Securing  Arms  and  Equipment  from  the  Govern- 
ment.— The  government  will  furnish  arms  and  equip- 
ment to  institutions  at  which  officers  of  the  army  are 
detailed,  provided  a  bond  is  given  by  the  institution  of 
double  the  value  of  the  property,  to  insure  its  safe- 


JF 


ARMS  AND  THE  BOY  301 


keeping  and  return  when  called  for,  and  provided  the 
property  is  insured  at  the  expense  of  the  institution 
against  loss  from  fire.  The  institution  pays  the  cost  of 
transportation  from  the  arsenal. 

The  number  of  rifles  issued  will  be  in  no  case  in  ex- 
cess of  the  number  of  male  students  receiving  military 
instruction  except  in  the  case  of  a  few  special  rifles 
issued  for  target  practise.  The  government  will  issue 
the  United  States  magazine  rifle,  caliber  .30,  model 
1898,  popularly  known  as  the  Krag-Jorgensen  model. 
This  rifle  is  suitable  for  the  purpose  of  instruction, 
though  varying  in  some  respects  from  the  United 
States  rifle,  caliber  .30,  model  1903,  which  is  in  the 
hands  of  regular  troops,  and  issued  to  those  schools 
and  colleges  which  have  been  designated  three  times 
or  more  as  "honor"  schools  or  "distinguished"  insti- 
tutions. 

ilie  government  will  issue  also  for  target  practise, 
one  United  States  rifle,  caliber  .30,  model  1903,  for 
each  fifteen  students  under  military  instruction.  They 
will  also  issue  for  gallery  practise,  one  United  States 
rifle,  caliber  .22,  for  each  fifteen  students. 

Equipment. — They  will  also  issue  the  following  equip- 
ment: bayonet  scabbard,  gun  sling,  McKeever  cart- 
ridge box  with  leather  waist  belt,  or  in  place  of  the 
cartridge  box  and  waist  belt,  a  woven  cartridge  belt 
such  as  is  worn  by  all  troops  in  field  service.  The  lat- 
ter is  probably  preferable. 

They  will  also  issue  either  the  cavalry  saber  and 
scabbard  of  old  design,  or  the  non-commissioned  offi- 


302  ARMS  AND  THE  BOY 

cers'  sword  and  scabbard  for  use  of  officers  and  non- 
commissioned officers  of  the  corps  of  cadets. 

They  will  also  issue  two  field  pieces  if  instruction  in 
artillery  drill  is  to  be  given. 

Ammunition. — A  very  complete  allowance  of  ammu- 
nition and  target  supplies  for  target  and  gallery  prac- 
tise is  also  issued  annually  to  institutions  at  which 
officers  of  the  army  are  on  duty.  The  maximum 
allowance  for  each  student  at  institutions  at  which 
target  practise  is  held,  is  thirty-seven  rounds  of  rifle 
ball  cartridges  for  each  range,  but  not  to  exceed  one 
hundred  eleven  rounds  for  a  student. 

Sixty  rounds  of  twenty-two  caliber  ball  cartridges 
are  allowed  for  each  student  where  gallery  practise  is 
held  in  addition  to  range  practise ;  one  hundred  twenty 
rounds  of  twenty-two  caliber  ball  cartridges  where  only 
gallery  practise  is  held.  The  government  also  issues 
tv/enty-five  rounds  of  rifle  blank  cartridges  per  stu- 
dent. Targets  and  target  supplies  are  issued  in  lieu 
of  a  corresponding  reduction  in  ammunition  allowance. 

Buildings. — It  will,  of  course,  be  necessary  for  the 
institution  to  provide  the  proper  facilities  for  the  stor- 
age of  arms  and  equipment.  Some  institutions  during 
the  school  session  leave  the  rifles  in  the  hands  of  the 
students  to  be  kept  in  gun  racks  in  their  quarters.  I 
think,  however,  this  is  the  case  chiefly  in  strictly  iTiili- 
tary  schools.  In  colleges,  where  the  instruction  is  in- 
cidental, it  will  probably  be  more  desirable  to  have 
these  in  some  sort  of  room  or  armory  with  gun  racks 
along  the  side  of  the  wall,  properly  numbered  so  that 


Machine  Gun  Practise — St.  John's,  ManHus 


Machine  Gun  Drill — Wentworth  Military  Academy, 
Lexington,  Missouri 


ARMS  AND  THE  BOY  303 


each  student  knows  where  his  rifle  is  kept  and  can 
return  it  to  the  proper  place  Avhsn  through  vrith  it. 

If  field  pieces  are  drawn  the  college  will,  of  course, 
haxe  to  have  a  cannon  shed  for  them,  as  it  is  not  per- 
mis'.sible  to  keep  them  in  the  w^eather. 

Of  course  during  the  winter  months  it  is  desirable, 
if  ])ossible,  to  have  some  place  indoors  where  the  ca- 
dets may  drill.  However,  considerable  instruction  can 
be  given  in  a  comparatively  small  space.  The  drilling 
of  a  battalion  or  even  a  company  in  close  order  would, 
of  course,  require  a  fair-sized  armory,  but  instruction 
in  the  manual  of  arms,  and  squad  movements,  aiming 
and  sighting  drills,  signaling,  sketching,  forts,  etc.,  can 
be  given  in  a  small  space. 

•[rhe  winter  months  can  also  be  utilized  largely  for 
the  theoretical  part  of  the  course.  The  college  lecture 
rocms  will  be  suitable  and  available  for  this  purpose. 

An  indoor  gallery  should  also  be  provided  at  least 
se\  enty-five  feet  in  length  and  about  three  feet  in  width 
for  each  target. 

Uniform. — For  college  purposes,  all  that  should  be 
necessary  would  be  the  olive  drab  uniform,  such  as  is 
worn  by  regular  troops,  consisting  of  cap,  coat, 
breeches,  leggins  and  a  suitable  pair  of  marching  shoes. 
The  overcoat  and  dress  uniform  could  probably  be  dis- 
pensed with.  It  is  now  possible,  under  the  act  of  July 
17,  1914,  for  educational  institutions  to  which  officers 
of  the  army  are  detailed,  to  purchase  articles  of  cloth- 
ing and  quartermaster  equipage  from  the  government. 


304  ARMS  AND  THE  BOY 

Requests  for  such  purchase  should  be  made  to  the 

nearest  depot  quartermaster. 

The  cost  of  the  uniform  would  be,  approximately,  as 

follows : 

Hat $1.20 

Coat 4.00 

Breeches 1.53 

Leggins .60 

Shoes 2.90 

There  is  nothing  else  that  it  would  be  necessary  for 
the  student  to  purchase. 


APPENDIX  Xm 


TABLE  SHOWING  INCOME  OF  LAND  GRANT  COLLEGES  FROM 
UNITED   STATES,   TIME  ALLOTTED  TO   MILITARY   IN- 
STRUCTION PER  YEAR  AND  MONEY  ALLOTTED 
TO  MILITARY  DEPARTMENTS 


This  table  is  made  up  from  figures  contained  in  the 
annual  reports  of  these  institutions  to  the  War  Depart- 
ment. It  shows  the  need  of  standardizing  the  miUtary 
work  in  the  land  grant  colleges  by  some  such  means  as 
that  proposed  in  the  War  College's  plans  for  an  officers' 
reserve  corps. 

These  institutions  are  all  under  equal  obligation  to 
give  military  training,  yet  as  will  be  noted,  their  allot- 
]nents  of  time  and  money  to  military  instruction  are 
far  from  being  uniform. 

LAND  GRANT  INSTITUTIONS 


STATE 


Total 

Income       Time  Money  Allotted 

INSTITUTION  from      Allotted  to  Military  Kept. 

U.  S.        Exs.     Land  Grant    Other  Funds 

305" 


Alabama     

.■Uabauia    Polyleohulc    lostitut* 

J77,7S0 

96 

$200 

Arlzouft    

University    of    Arizona     

80.000 

143 

None 

Arkansas 

University     of     Arkansas 

83.<80 

fi« 

None 

ralLfornla 

UnlTcrslty    of    CallforaJa    .... 

129.669 

119 

8.670 

Colorado 

State  Agricultural  College 

80,000 

124 

None 

Connecticut 

fonnecilcut  Asrlcultural  Collese 

71,750 

SO 

None 

:Delaware 

Delawaro    ColleKO     

74.980 

104 

None 

Tlortda 

Unlrerslty    of    Florida 

82.700 

141 

None  Spedfled 

North   Georgia   Agricultural 
ColIe^;«      

2,000 
48.287 

173 
145 

250 

University    of    Georgia 

750 

Idaho 

Unlvofsity    of    Idaho     

150.377 

199 

1.320 

nunoifl 

UiUnralty    of    Illinois     

112.463 

84 

2.000 

97,000 

77 

No  PpMfled 

Amouut 

306 


ARMS  AND  THE  BOY 


STATE 

INSTITUTION 

Income 
from 
U.  S. 

Total 

Time              Money  Allotted 
Allotted          to  Military  Dept. 
Hrs.     Land  Grant    Other  Funda 

Iowa. .. 
Kansas. 


Kentucky. 
Louisiana. 


Maine   ... 
Maryland. 


Massachusetts. 


Michigan.. 
Minnesota 
Mississippi. 


Missouri 

Nebraska. 

Nevada... 


New   Hampshire, 
Now  Jersey 


New  Mexico. . . . 
New  York  . . . , 
North  Carolina. 

North  Dakota.. 

Ohio 

Oldahoma 


State  College  of  Agriculture  ..  115,000 
Kansas   State  Agricultural 

College     103.128 

State    University     51,394 

Louisiana   State  University 

and    A.    &    M.    CoUege..  73,453 


Unirersity    of    Maine     

Maryland   Agricultural   College 


80.000 
85,797 


Massachusetts  Agrictiltural 

College     63,966 

Massachusetts  Institute  of 

Technology     21,973 

Michigan    Agricultural    CoUege  150,289 

University    of    Minnesota    137,529 

Mississippi    A.    &    M.    College  70,203 

University     of    Missouri     ....  106.6S9 

University    of    Nebraska     ....  123,000 

University  of  Nevada   SS,435 

New   Hampslilre   College 

of  A.   &   M.    Arts   81,800 

Rutgers    Scientific    School    ...  85,800 


Oregon 

Pennsylvania... 
Ehode  Island 
South  Carolina. 
South  Dakota. . 


Texas. 


Utah 

Vermont 

Virginia 

Washington 

Wsst  Virginia.. 

Wisconsin 

Wyoming 


New  Mexico  A.   &  M.   College  80.000 

Cornell    Unirersity     111,123 

North    Carolina    College  of 

A.     &    M     Arts     71.000 

North    Dakota    Agricultural 

College     150,ono 

Ohio    State    University    81.450 

Oklahoma  Agricultural  College  103,293 


Oregon   Agricultural    College..  92,556 

Peimsylvania   State  College    ..  111,020 

Rhode  Island  State  College   ..  82,500 

Clemson  Agricultural  College  60,754 
South    Dakota    State    College 

of    A.    &    M.    Arts    ....  109.636 

University    of    Tennessee    92,210 

Agricultural  and   Mechanical 

Colleore     of     Texas     73.770 

Agricultural     College    of    Utah  80,000 

University    of    Vermont    88,130 

Vireinla    Polytechnic    Institute  80,658 

State    College    of    Washington  80.000 

West   Virginia   University    ....  70,000 

CniTersity  of  Wisconsin   80.000 

University    of    Wyoming     ....  91.730 


129 

107 
89 

86 

79 
160 

180 

85 

105 
101 
132 

103 
109 
246 

106 
117 

128 

29 

107 
13^ 


251 

86 

101 

148 

103 
175 

447 
99 
87 
142 
95 
188 
84 
95 


1.000 

1,700 
1.070 

No  Specified 

Amount 
None 
No  Specified 

Amount 

1.500 

1.842 
'2.654 

5,740 
No  Specified 

Amount 

None 

2,400 
No  Stated 

Amount 

200 
No  Specified 
Amount 
None 
9,055 

2.000 

1,400 
No  I^Ixed 
Amount 

None        Allotments 
from  Regular 
State 
Appro- 
priation 


Nono 
S.OOO 
Nona 
None 

575 
500 

None 
807 
900 
None 
None 
None 
4.307 
None 


?200 
8,106 


500 
1.500 


rt\ 


(Photo    by    Howard    &    Duncan) 

The  $5000  Armory  o£  the  University  of  Illinois 
One  of  the  Land  Grant  Institutions  that  has  been  doing  real 
effective  military  work 


Tlic  Vale   Datlcry 


APPENDIX  XIV 


COl^DENSED    TABULATION    OF    ANSWERS    TO    QUESTION- 
NAIRE SENT  TO  LAND  GRANT  COLLEGES 

The  following  extracts  are  taken  from  a  condensed 
tabulation  of  the  answers  received  to  a  questionnaire 
sent  to  all  land  grant  institutions  by  the  president  of 
the  Association  of  Land  Grant  Colleges. 

The  questionnaire  advanced  six  proposals  for  the 
consideration  of  the  members  of  the  association  in  rela- 
tion to  their  work  in  assisting  in  military  training, 
and  is  largely  self-explanatory. 

CONDENSED  TABULATION  OF  ANSWERS  ON  MILITARY 

QUESTIONNAIRE 

I 

To  pass  act  defining  a  reasonable  minimum  of  mili- 
ta::y  instruction  which  every  land  grant  college  would 
have  to  maintain.    Said  minimum  to  include 

(a)    Not  less  than  two  years  of  military  drill  for  all 
students  except  those  exempted  for  cause. 
Vote— 

Defmitely  approved 16 

Conditionally  approved 2 

Disapproved,    or    approved    with 

fatal  qualifications 6 

Not  voting 2 

26 

307 


308  ARMS  AND  THE  BOY 

(b)  Not  less  than  three  separate  periods  per  week 
under  military  control  with  not  less  than  one  hour  per 
period. 

Vote- 
Definitely  approved 13 

Conditionally  approved 6 

Disapproved,   or  approved   with 

fatal  conditions 6 

Not  voting 1 


26 


Xc)    The  discipline  during  military  drill  periods  to  be 
strict,  with  insubordination  punishable  by  suspension 
from  college. 
Vote-- 

Definitely  approved 15 

Conditionally  approved 2 

Disapproved,   or  approved   with 

fatal  limitations 6 

Not  voting 2 


25 


(d)  The  instruction  to  comprise  drill  in  manual  of 
arms,  squad,  company,  battalion  and  regimental  drills, 
military  ceremonies,  target  practise,  skirmish  drill, 
outpost  duty  and  not  less  than  one  week  of  camp  per 
year  and  class-room  instruction  in  tactics  and  in  the 
care  of  men  and  sanitation  of  camps. 


ARMS  AND  THE  BOY  309 


ote — 

Definitely  approved 10 

Conditionally  approved 4 

Disapproved,   or   approved   with, 
fatal  limitations 12 


26 


The  dissent  here  centered  around  the  requirement 
of  one  week  camp.  Many  could  not  see  how  to  carry 
tliis  out.  A  number  are  now  carrying  it  out  with  what 
they  say  are  very  satisfactory  results. 

n 

Pass  an  act  requiring  the  frequent  examination  by 
tlie  War  Department,  of  the  efficiency  of  this  work,  with 
power  not  only  to  withdraw  their  officers  from  the 
school  failing  to  maintain  proper  standards,  but  also 
to  enjoin  further  payments  under  the  act  of  1890  and 
the  Nelson  amendment,  until  the  case  of  the  college  in 
question  had  been  brought  for  adjudication  before  some 
authority  designated  by  the  president. 
Vote— • 

Definitely  approved 11 

Conditionally  approved 2 

Disapproved,   or   approved   with 

fatal  limitations 11 

Not  voting 2 


26 


810  APwMS  AND  THE  BOY 

ni 

Amend  the  act  of  1893  which  limits  the  number  of 
army  officers  who  may  be  detailed  to  educational  insti- 
tutions to  one  hundred  so  as  to  make  it  possible  to  de- 
tail one  active  or  retired  officer  under  full  pay  and 
allowances  for  each  four  hundred  students  under  mili- 
tary discipline. 
Vote- 
Definitely  approved 15 

Conditionally  approved 6 

Disapproved,   or  approved  with 

fatal  limitations 3 

Not  voting 2 


•"^  26 

IV 

Pass  an  act  requiring  all  land  grant  schools  to  which 
two  or  more  officers  are  detailed,  to  provide  a  four- 
year  course  in  military  engineering,  said  course  to  in- 
clude, besides  the  fundamentals  of  a  good  engineering 
education,  four  years  of  military  drill,  and  instruction 
in  such  courses  in  advanced  military  subjects  as  the 
Secretary  of  War  may  prescribe. 
Vote- 
Definitely  approved 12 

Conditionally  approved 6 

Disapproved,   or   approved  with 

fatal  limitations 7 

Not  voting 1 


26 


'n 


ARMS  AND  THE  BOY 


The  dissent  here  was  in  several  cases  clearly  due 
to  failure  to  understand  the  question.  They  thought 
that  all  schools  were  to  be  required  to  establish  mili- 
tary engineering  courses,  whereas  the  proposition 
plainly  states  that  only  those  schools  having  two  or 
more  officers.  Others  objected  to  allowing  the  Secre- 
tary of  War  to  prescribe  a  college  curriculum,  appar- 
ently thinking  that  he  was  to  prescribe  the  whole 
curriculum,  whereas  the  proposition  contemplates  the 
Secretary  of  War  prescribing  only  the  military  com- 
ponent of  such  courses  and  not  the  engineering  or 
ijeneral  part. 

y 

Pass  an  act  permitting  the  Secretary  of  War  to  ap- 
])oint  all  graduates  of  S"ch  military  engineering 
courses  as  second  lieutenants  in  the  army  for  a  period 
of  one  year  following  their  gi-aduation,  with  full  pay 
and  allowances,  at  the  end  of  which  time  their  appoint- 
ment may  become  permanent  if  vacancies  exist,  or 
they  may  go  into  civil  life,  retaining  their  commissions 
as  officers  of  the  reserve, 
yote— 

Definitely  approved 11 

Conditionally  approved 9 

Disapproved,   or  approved   with 

fatal  limitations 4 

Not  voting 2 


26 


312  ARMS  AND  THE  BOY 

VI 

Encourage  the  respective  states  to  pass  laws,  con- 
necting the  cadet  regiments  in  the  land  grant  schools 
with  the  National  Guard  of  those  states,  in  the  same 
general  relation  that  the  United  States  Military  Acad- 
emy bears  to  the  United  States  Army,  to  the  end  that 
the  military  equipment  now  furnished  to  the  National 
Guard  by  the  War  Department  may  be  available  to  the 
cadet  regiments  as  well  and  that  the  officers  now  de- 
tailed in  the  several  states  to  inspect  and  instruct  the 
militia  may  be  available  for  similar  purposes  for  the 
cadet  regiments. 
Vote- 
Definitely  approved 11 

Conditionally  approved 6 

Disapproved   5 

Not  voting 4 


26 

Of  the  replies,  about  six  were,  in  general,  opposed  to 
any  steps  accenting  military  work,  or  favoring  any- 
thing resembling  militarism. 


i 


APPENDIX  XV 

MAKING  A  SUCCESS  OP  THE  MILITARY  COURSE  IN  A 
UNIVERSITY 


Giving  the  organization  and  course  of  instruction  of 
a  successfully  conducted  military  department  at  the 
University  of  Illinois. 

The  military  department  of  the  University  of  Illi- 
nois has  been  commended  for  its  efficiency  by  General 
V/ood  and  by  various  officers  of  the  army  who  have 
officially  inspected  the  institution.  The  standard  it 
has  attained,  and  the  interest  it  has  succeeded  in  arous- 
ing among  its  students  in  military  training  are  an  indi- 
cation of  what  may  be  accomplished  in  the  land  grant 
colleges  where  the  military  department  receives  proper 
encouragement  and  support  from  the  university  author- 
ities and  is  conducted  by  an  officer  of  the  army  possess- 
ing special  qualification  for  college  work. 

The  following  paragraphs  are  taken  from  a  report 
prepared  by  Major  F.  D.  Webster,  United  States 
Army,  who  as  commandant  of  cadets  and  professor 
of  military  science  has  been  largely  responsible  for  the 
excellent  work  of  the  university  during  the  last  three 
years. 

313 


314  AHMS  AND  THE  BOY 

EXTRACTS  FROM  REPORT 

Classification. — "This  university  is  one  designated  as 
Class  C  under  Paragraph  4,  G.  0.  No.  70,  War  Depart- 
ment, 1913,  that  is,  Colleges  and  Universities  (includ- 
ing land  grant  institutions)  not  essentially  military, 
where  the  curriculum  is  sufficiently  advanced  to  carry 
yrith  it  a  degree  and  where  the  average  age  of  the  stu- 
dents on  graduation  is  not  less  than  twenty-one  years, 
^he  Military  Department  of  the  University  of  Illinois 
was  established  under  the  Morrill  Land  Grant  Act  of 
1862. 

Appropriation  and  Expenditures. — ^"The  total  federal 
appropriation  for  the  last  fiscal  year  under  the  various 
acts,  Morrill,  Adams,  Nelson,  Hatch,  etc.,  was  $112,- 
422.14.  The  expenditures  on  account  of  the  military 
department  have  been  as  follows:  During  the  two 
years  ending  March  31,  1915,  $227,918.87  was  ex- 
pended  upon  the  new  armory  (floor  space  two  hundred 
by  four  hundred)  which  has  been  in  use  since  January 
1, 1915.  It  will  require  $250,000  more  to  complete  this 
building.  In  addition  to  the  above,  the  appropriation 
for  incidental  expenses,  military  scholarships,  etc.,  per- 
taining to  the  military  department,  was  $8,500  for 
each  of  the  last  two  years. 

Organization. — "The  organization  of  the  corps  of 
cadets  is  as  follows:  Two  complete  regiments  of  in- 
fantry, (twenty-four  companies),  a  Foot  Batterer  of 
Field  Artillery,  Signal  Company,  Engineer  Company 
and  Hospital  Company ;  also>  a  band  for  each  regiment. 


I 


ARMS  AND  THE  BOY  315 


a  reserve  band,  and  a  trumpet  and  drum  corps.  The 
total  number  of  cadets  enrolled  in  the  military  depart- 
ment, at  the  present  time,  is  two  thousand  one  hundred 
and  forty,  including  the  band  of  about  one  hundred  and 
sixty-five  men.  The  band  is  composed  of  members  from 
all  classes  of  the  university.  Those  of  the  first  two 
years  substitute  this  for  their  mihtary  drill.  During 
ttie  last  two  years  they  have  the  same  status  as  the 
c^.det  officers,  and  receive  twenty-four  dollars  per  year. 

Condition  of  Service  in  Military  Department;  Pay  for 
Cadet  Officers. — "During  the  freshman  and  sophomore 
y(3ars,  military  training  is  compulsory.  Sergeants  are 
selected  from  the  sophomore  class,  lieutenants  from 
the  junior  class,  captains  and  field  officers  from  the 
S(jnior  class.  These  selections  are  made  by  the  com- 
mandant of  cadets  and  approved  by  the  Council  of  Ad- 
nriinistration,  provided  the  appointees  are  in  good  stand- 
ing in  their  under-graduate  course,  and  morally  fitted 
as  well.  The  commissioned  officers  receive  a  special 
military  scholarship  (value,  twenty-four  dollars  per 
year) ,  which  is  paid  to  them  upon  the  satisfactory  com- 
pletion of  each  year's  work.  They  are  also  presented 
by  the  university  with  a  saber  and  belt  upon  gradua- 
tion, as  well  as  a  commission  by  the  governor  of  Illi- 
nois as  brevet  captain  in  the  Illinois  National  Guard. 

Military  Credits  Necessary  for  Graduation. — "All 
students  must  gain  five  credits  in  military  training  in 
order  to  be  entitled  to  graduate.  Any  student  excused 
from  military  for  any  purpose  whatsoever  must  make 
up  these  five  credits  in  some  other  department. 


316  ARMS  AND  THE  BOY 

Theoretical  and  Practical  Instruction, — "The  military 
instruction,  both  practical  and  theoretical,  is  conducted 
by  the  commandant  of  cadets  with  the  assistance  of 
the  cadet  officers  of  the  senior  class.  Theoretical  in- 
struction is  given  to  all  freshmen  in  the  second  semes- 
ter, and  to  the  officers  and  non-commissioned  officers  of 
the  cadet  corps  throughout  the  entire  year,  one  hour 
per  week.  The  theoretical  instruction  of  the  freshmen 
is  compulsory,  and  constitutes  one  of  their  five  credits. 
That  of  the  officers  and  non-commissioned  officers  is 
elective,  and  is  a  necessary  qualification  in  order  that 
they  hold  their  positions.  This  instruction  of  the 
freshmen  is  conducted  by  cadet  officers  of  the  senior 
class,  selected  by  the  commandant  and  approved  by  the 
president.  Last  year,  ten  of  these  officers  were  utilized 
at  a  salary  of  one  hundred  dollars  for  ^ve  months' 
work.  The  same  or  a  greater  number  will  be  required 
during  the  present  year.  The  theoretical  instruction 
of  the  officers  and  non-commissioned  officers  is  con- 
ducted by  the  commandant  of  cadets,  ten  periods  per 
week,  one  period  for  seniors,  three  for  juniors,  and  six 
for  sophomores.  During  the  second  semester,  the 
cadet  captains  are  held  responsible  for  the  theoretical 
and  practical  instruction  of  the  company  officers  and 
non-commissioned  officers.  Par.  159,  Inf.  D.  R. 

"The  instruction,  both  practical  and  theoretical, 
comprises  all  of  the  drill  regulations,  portions  of  the 
field  service  regulations,  ceremonies,  calisthenics,  bay- 
onet exercises,  guard  duty,  target  practise,  signaling 
and  minor  tactics. 


ARMS  AND  THE  BOY  317 


Rifle  Teams. — "At  the  end  of  the  year  1915,  twenty- 
two  company  rifle  teams  of  ten  men  each  competed  for 
first  and  second  prizes  (ten  medals  for  each  team) .  The 
average  for  the  lowest  of  these  teams  was  over  eighty 
per  cent.  A  rifle  club,  under  the  National  Rifle  Associa- 
tion, has  been  organized  for  the  last  two  years  in  the 
military  department,  and  a  team  entered  in  both  out- 
door and  indoor  inter-collegiate  contests. 

IWKlitary  Topography. — "A  list  has  been  furnished  the 
War  Department  of  eighty-five  students  who  have  had 
suitable  instruction  in  plane  table  methods  as  a  prelimi- 
nary to  becoming  efficient  in  military  topography.  An 
eff^ort  is  being  made  to  introduce  a  course  of  credits 
which  will  lead  up  to  a  degree  of  B.  S.  in  mihtary 
science.  The  Council  of  Administration  has  approved 
a  rule  giving  credit  for  two  semesters'  work  for  all 
students  attending  the  summer  camps. 

Military  Information  Division. — "During  the  last 
year,  by  the  authority  of  the  board  of  trustees,  the 
Military  Information  Division  was  organized  with  a 
senior  cadet  officer  as  chief,  two  junior  cadet  officers  as 
assistants,  and  six  non-commissioned  officers  of  the 
sophomore  class  as  clerks,  seniors  to  receive  ten  dollars, 
and  juniors  four  dollars  per  month  for  a  period  of  eight 
months.  The  object  of  this  division  is  to  collect  and 
tabulate,  as  far  as  possible,  all  military  information  re- 
garding schools  and  colleges,  National  Guard,  equip- 
ment and  organization  of  the  regular  army  and 
militia  of  the  United  States,  in  order  to  keep  in  touch 
with  everything  of  that  nature,  and  stimulate  in  the 


318  ARMS  AND  THE  BOY 

cadet  corps  and  the  university,  interest  in  military 
affairs. 

Duty  of  the  College  in  Building  Up  Reserve  Force. — 

"A  copy  of  the  report  of  the  inspector,  herewith  en- 
closed, shows  that  in  his  opinion,  'The  military  instruc- 
tion is  of  such  extent  and  thoroughness  in  the  case  of 
cadet  officers,  as  to  qualify  the  average  cadet  as  a  lieu- 
tenant of  volunteers.'  This  is  the  object  for  which  the 
law  of  1862  was  passed,  and  a  point  which  has  been  lost 
sight  of  by  most  institutions  of  this  class  in  the  coun- 
try. The  sooner  they  are  all  brought  to  this  state  of 
efficiency,  the  sooner  will  the  law  be  carried  out  strict- 
ly to  the  letter,  and  the  greater  will  be  the  efficiency  of 
military  training  in  the  United  States.  The  above  re- 
port indicates  that  we  are  turning  out  men  qualified 
to  become  officers  of  the  volunteer  army  in  case  of 
emergency,  and  are  doing  our  part  to  build  up  a  reserve 
force,  so  necessary  in  a  country  with  a  military  policy 
such  as  we  have.  In  1915,  we  graduated  thirty-three 
such  officers,  and  in  1916,  we  will  graduate  forty-four. 
I  don't  think  many  institutions  of  Class  C  in  this 
country  have  ever  received  such  a  recommendation 
from  their  inspectors. 

National  Guard  Units  Composed  of  Students. — "In 
addition  to  the  organizations  above  stated,  there  is  a 
troop  of  cavalry,  Illinois  National  Guard,  stationed  at 
Urbana,  which  is  composed  of  seventy  per  cent,  stu- 
dents (all  members  of  the  cadet  corps) ,  whose  officers 
are  members  of  the  faculty,  or  civilians  connected  with 
the  institution  in  some  way. 


ARMS  AND  THE  BOY  319 


***A  National  Guard  battery  of  field  artillery  just 
organized,  is  composed  of  cadets  in  the  military  depart- 
ment and  officered  by  members  of  the  faculty.  This 
gi\  es  us  practically  what  is  known  in  the  F.  S.  R.  as  a 
reinforced  brigade." 

♦November    9,    1015. 


APPENDIX  XVI 

TRAINING   CORPS   IN   ENGLAND 

The  Reserve  Officers'  Training  Corps  which  the 
United  States  Army  War  College  has  proposed  for  this 
country  and  which  is  outlined  in  Chapter  X  has  an  in- 
teresting parallel  in  Great  Britain.  The  following  state- 
ment of  results  obtained  under  the  British  system  with 
suggestions  for  its  improvement  are  taken  from  matter 
obtained  through  the  Army  War  College  at  Washington. 

Comparison  with  the  English  Officers*  Training 
Corps. — ^*'A  system  somewhat  similar  to  the  one  pro- 
posed for  this  course  has  been  in  existence  in  Great 
Britain  since  1908. 

"At  the  beginning  of  the  war  in  August,  r914,  six 
thousand  three  hundred  and  twenty-two  men  of  the 
Officers'  Training  Corps  were  gazetted  for  duty  in  the 
newly  formed  units  of  the  Kitchener  army.  From 
August,  1914,  to  March,  1915,  twenty  thousand  five 
hundred  and  seventy-seven  were  appointed  officers,  and 
in  addition,  twelve  thousand  two  hundred  and  ninety 
served  in  the  ranks  of  the  new  army. 

"When  it  is  considered  that  the  total  number  of  col- 
leges is  far  below  the  number  in  existence  in  the  United 
States  and  the  number  of  students  very  much  less,  it  is 

320 


I 


w 


ARMS  AND  THE  BOY  321 


clear  that  there  exists  in  this  country  a  source  for  such 
officers  not  excelled  in  any  other. 

"A  number  of  reports  have  been  received  as  to  the 
usefulness  and  efficiency  of  these  officers  who  were 
trained  in  the  British  Officers'  Training  Corps  before 
and  during  the  early  part  of  the  present  war.  Many 
suggestions  have  been  made  looking  toward  an  im- 
pi'ovement  of  this  corps  for  the  future  and  among  the 
most  prominent  are  the  following: 

"  '  *  *  On  the  principle,  therefore,  of  striking  while 
the  iron  is  hot,  I  urge  that  our  first  act  of  peace  be  to 
make  membership  of  the  0.  T.  C.  compulsory  on  all 
members  of  Schools  and  Universities.  There  are  other 
reasons  for  this  step,  and  the  chief  of  them  is  discipline. 
The  0.  T.  C.  is  purely  an  instructional  and  not  a  fight- 
ing force;  compulsion  to  serve  can  meet  with  none  of 
the  objections  which  might  possibly  be  urged  against 
compulsion  to  fight.  It  is  a  hopeless  travesty  of  disci- 
pline and  all  that  it  implies  to  put  into  the  hands  of  boys 
and  very  young  men  the  power  to  resign  a  duty  out  of 
pique,  or  because  the  work  appears  irksome.  However 
successful  an  0.  T.  C,  however  full  its  ranks,  its  disci- 
pline can  never  be  truly  of  the  military  type  if  members 
f(;el  that  the  key  to  any  difficult  situation  is  in  their 
hands  and  not  in  the  keeping  of  their  officers.  If  the 
last  word  is  allowed  to  remain  with  the  embryo  soldier, 
he  is  learning  the  worst  possible  lesson  he  can  learn 
and  one  that  goes  far  to  destroy  any  benefit  he  may 
otherwise  have  gathered  from  his  apprenticeship. 
With  men  of  mature  age  and  with  the  honour  of  the 


322  ARMS  AND  THE  BOY 

regiment,  permanent  and  not  ephemeral,  in  their 
thoughts  this  danger  is  not  so  acute.  Nevertheless,  it 
is  a  very  real  argument  against  any  form  of  voluntary 
service,  and  unanswerable  unless  the  inducements  to 
continue  to  serve  are  such  as  to  outweigh  any  tempor- 
ary temptation  "to  get  one's  own  back." 

"'There  is,  too,  another  strong  reason  for  making 
membership  of  the  0.  T.  C.  compulsory,  and  that  is  to 
assure  that  there  will  be  large  numbers  from  which  to 
make  choice  of  officers.  Under  the  voluntary  system 
some  of  the  very  best  men  and  boys  are  lost,  and  the 
more  numerous  the  interests  of  the  individual,  and  the 
more  capably  they  are  fostered,  the  greater  the  tempta- 
tion to  shirk  his  more  obvious  duty.  I  am  not  amongst 
those,  if  any  such  exist,  who  consider  that  training  in 
an  Officers'  Training  Corps  necessarily  produces  an 
officer.  There  are  some  men  who  will  never  make  lead- 
ers, and  the  opportunity  must  exist  to  choose  only 
those  who  have  the  natural  aptitude  as  well  as  the 
special  training.  Methods  adopted  perforce  in  the 
midst  of  a  tremendous  war  will  naturally  give  place  in 
peace  time  to  more  reasoned  judgment  and  keener  dis- 
crimination. This  will  not  be  possible  unless  there  are 
numbers — ^big  numbers — to  choose  from.  If  the  posi- 
tion of  officers  is  made  really  difficult  of  attainment  in 
all  except  the  pecuniary  way,  the  greater  will  be  the 
competition  to  enjoy  it.  Once  establish  such  a  situa- 
tion, as  may  easily  be  done  in  the  after-enthusiasm  of 
the  war,  and  the  problem  of  officering  the  special  i*e- 
serve  and  territorial  force  in  peace  time  will  no  longer 


AKMS  AND  THE  BOY  323 


be  a  problem  at  all,  always  providing  that  such  officers 
are  treated  with  the  honour  and  privileges  which  their 
place  deserves.  *  *  *  ' 

"The  principle,  laid  down  above,  has  been  found  to  be 
sound  by  officers  who,  in  the  past  few  years,  have  been 
engaged  in  the  inspection  of  cadet  units  at  our  civil 
educational  institutions,  and  they  have  recommended 
a<rcordingly.  It  is  interesting  to  note  that  this  recom- 
mendation is  sound  and  confirmed  by  actual  war  experi- 
ence in  England. 

"If  this  last  suggestion  be  carried  out  at  institutions 
at  which  an  officer  of  the  army  is  detailed,  there  need 
never  be  any  anxiety  relative  to  furnishing  the  im- 
mense number  of  officers — about  sixty  thousand — • 
needed  for  our  next  great  war. 

"The  training  required  for  reserve  officers  is  dis- 
cussed in  the  War  College  study  on  *The  Training  and 
Uses  of  the  Proposed  Officers'  Rerserve  Corps.' 

"No  more  important  a  subject  than  this  can  be 
brought  up  for  discussion  and  none  is  of  greater  inter- 
est. The  soul  of  the  army  rests  in  its  officers,  and  a 
standardization  of  the  character  and  training  of  this 
class  should  be  assured  above  all  things.  Hence  the 
regular  army  should  form  the  sole  exemplar  and  guide 
and  the  best  material  in  its  corps  of  officers  should  serve 
as  instructors  for  reserve  officers." 


APPENDIX  XVII 

A   FIVE-YEAR    COMBINED    MILITARY    AND    CLASSICAL    OR 
TECHNICAL  COURSE  FOR  COLLEGES  SUGGESTED  BY 
PRESIDENT  EDMUND  J.  JAMES  OF  THE  UNI- 
VERSITY OF  ILLINOIS 

The  following  extracts  are  from  a  letter  written  to 
the  superintendent  of  the  Culver  Military  Academy  by 
President  James,  who  has  shown  a  particularly  active 
interest  in  the  problem  of  efficient  military  training 
among  the  land  grant  institutions. 

"Urbana-Champaign,  111.,  January  11, 1916. 
"Col.  L.  E.  Gignilliat,  Culver  Military  Academy,  Cul- 
ver, Indiana: 
"My  Dear  Colonel.^ — I  may  say  that  I  think  the  Fed- 
eral Government  ought  to  organize  here  at  the  Univer- 
sity of  Illinois  a  five-year  combined  course  in  military 
instruction  which  would  be  so  integrated  with  other 
courses.  This  course  should  lead  to  the  degree  of 
Bachelor  of  Science  in  military  subjects  and  also 
Pachelor  of  Science  or  Bachelor  of  Arts  in  some  other 
course  in  the  university,  which  might  be  completed  at 
the  same  time.  Thus  I  think  it  would  be  quite  feasible 
to  combine  the  military  course  with  the  course  in  elec- 
trical engineering  in  such  a  way  that  the  degree  of 
Bachelor  of  Science  in  electrical  engineering  could  be 
given  at  the  end  of  four  years ;  the  Bachelor  of  Science 

324 


I 


ARMS  AND  THE  BOY  325 


I 

Pin  military  tactics  or  military  methods  or  whatever  we 

might  want  to  call  it,  at  the  end  of  the  fifth  year.    This 

would  require  a  certain  amount  of  attention  given  to 

I       military  subjects  and  military  training  during  each  of 

the  five  years. 

*1  think  that  it  would  be  perfectly  feasible  to  put  in 
a  course  of  study  and  practise  which  would  qualify  a 
young  man  in  five  years  for  the  position  of  second  lieut- 
enant in  the  army  and  for  the  position  which  he  might 
want  to  take  up  as  electrical  engineer  or  mechanical 
engineer  or  chemist  or  what  not. 

"In  view  of  the  fact  that  the  student  should  spend  an 
araount  of  time  during  each  of  these  years  for  five 
years  on  military  subjects  which  would  qualify  him  to 
act  as  lieutenant  in  the  army,  I  would  suggest  that  the 
F(3deral  Government  would  pay  to  each  student  so 
qualifying  the  sum  of  two  hundred  and  fifty  dollars 
per  annum  and  appoint  him  at  the  end  of  the  five  years' 
course  a  second  lieutenant  in  the  army  for  one  year,  to 
complete  and  round  out  his  military  education. 

'1  believe  that  an  arrangement  of  this  sort  made  at 
such  an  institution  as  the  University  of  Illinois  w^ould 
be  the  best  form  of  cooperation  between  the  Federal 
Government  and  the  states  in  this  subject  of  military 
preparation  which  could  be  devised.  I  should  have  no 
objection,  of  course,  to  seeing  the  curriculum  extended 
to  six  years,  but  I  think  five  years  would  be  adequate, 
and  we  ought  not  to  spend  any  more  time  on  the  subject 
than  is  necessary  to  accomplish  the  end  we  have  in 
view. "- 


APPENDIX  XVIII 

SUGGESTIONS  FOR  MILITARY  COURSES  IN  NON-MILITARY 
EDUCATIONAL  INSTITUTIONS,  FROM  A  CIRCULAR  IS- 
SUED FROM   HEADQUARTERS,  EASTERN  DEPART- 
MENT, BY  DIRECTION  OF  MAJOR  GENERAL 
LEONARD  WOOD,   DEPARTMENT 
COMMANDER 

General  Wood  has  labored  unceasingly  for  the  co- 
ordination of  military  training  with  the  work  of  the 
colleges  and  universities  and  in  the  following  extracts 
are  presented  his  views  of  the  means  by  v/hich  this  co- 
ordination may  be  best  accomplished. 

"The  subject  of  military  instruction  in  our  non-mili- 
tary educational  institutions  is  receiving  very  consider- 
able attention  at  present.  On  the  part  of  the  officers 
and  trustees  of  these  institutions  there  has  developed 
an  earnest  and  most  commendable  desire  that  they  par- 
ticipate in  an  active  way  in  the  policy  expressed  by  the 
President  of  the  United  States  in  his  recent  message, 
viz: 

"'It  will  be  right  enough,  right  American  policy, 
based  upon  our  accustomed  principles  and  practises,  to 
provide  a  system  by  v/hich  every  citizen  who  will  volun- 
teer for  the  training  may  be  made  familiar  with  the 

326 


ARIMS  AND  THE  BOY  327 

of  modern  aims,  the  rudiments  of  drill  and  man- 
euver, and  the  maintenance  and  sanitation  of  camps. 

"  *We  should  encourage  such  training  and  make  it  a 
means  of  discipline  which  our  young  men  will  learn  to 
value.  It  is  right  that  we  should  provide  it  not  only, 
but  that  w^e  should  make  it  as  attractive  as  possible, 
and  so  induce  our  young  men  to  undergo  it  at  such 
times  as  they  can  command  a  little  freedom  and  can 
seek  the  physical  development  they  need,  for  mere 
health's  sake,  if  for  nothing  more.' 

"They  feel  that  their  graduates  should  be  equipped 
for  citizenship,  for  their  duties  to  their  communities, 
states,  and  the  United  States  as  well  as  for  the  attain- 
ment of  their  professional,  scientific  and  commercial 
aims  and  ambitions.  This  duty  to  state  and  country 
involves  as  a  fundamental  principle,  the  defense  of  its 
te;:ritory  and  the  perpetuation  of  its  constitutional 
rights  and  well  established  policies,  by  force  of  arms  if 
necessary.  They  are  opposed  to  militarism,  a  large 
standing  army  and  a  big  navy  and  accept  the  estab' 
lished  policy  of  this  country  that  we  micst  depend  on 
our  citizen  soldiery  with  an  adeqvxite  army  and  navy 
as  the  foundation  of  the  system.  They  realize  fully, 
however,  that  under  this  policy  the  citizen  must  be  pre- 
pared in  advance  of  actual  war.  Now,  just  how  to  co- 
ordinate this  with  their  proper  and  purely  educational 
function  is  the  problem  they  are  considering.  How 
much  time  can  be  spared  for  this  subject?  What  part 
it  shall  play  in  their  curricula?  What  antagonism  they 
are  likely  to  meet  on  the  part  of  their  anti-military  con- 


328  ARMS  AND  THE  BOY 

stituents  and  friends?  How  may  this  effort  on  their 
part  be  fitted  into  the  general  military  policy  of  the 
country  and  so  yield  definite  results? 

"We  of  the  army  are  most  appreciative  of  this  spirit 
as  exhibited  spontaneously  on  the  part  of  so  many  lead- 
ing institutions  and  in  working  out  a  scheme  are  con- 
sidering both  sides  of  the  question.  We  realize  that  the 
best  type  of  our  young  men  is  to  be  found  in  our 
colleges  and  universities  and  we  realize  the  enormous 
influence  they  will  carry  into  public  life.  They  are,  or 
will  be,  natural  leaders,  politically  in  time  of  peace, 
and  commanders  of  men  in  time  of  war.  In  the  former 
capacity  a  lack  of  proper  information  as  to  our  military 
history,  policy  and  present  system,  certainly  renders 
them  incapable  of  intelligently  voting  on  these  ques- 
tions or  shaping  the  opinion  of  others. 

"In  the  latter  capacity,  as  commanders  of  our  citizen 
soldiery  in  time  of  sudden  war  without  training  and 
necessary  military  education,  they  would  be  the  un- 
willing murderers  of  their  men.  They  would  learn 
their  business  at  a  cruel  cost  in  lives,  to  say  the 
least. 

"These  students  are  physically,  mentally  and  morally 
good  material  for  officers,  and  such  as  desire  or  have 
a  natural  bent  for  the  profession  of  arms,  having  fully 
qualified,  should  receive  a  definite  status  in  the  military 
system  of  the  country. 

"It  is  not  believed  that  men  of  this  type  require  the 
continued  minutiae  of  drill,  nor  that  the  result  would 
justify  such  expenditure  of  time.    This  is  particularly 


ARMS  AND  THE  BOY  329 


true  as  such  practical  instruction  will  be  entirely  volun- 
tary and  difficult  to  subject  to  discipline. 

''Therefore  a  combination  of  the  intensive  practical 
training,  such  as  given  in  the  student  summer  camps, 
an(i  a  series  of  lectures  illustrated  and  illuminated  by 
tactical  walks  and  field  problems  in  minor  tactics, 
should  stimulate  the  intellectual  side  and  perfect  the 
mechanical  and  physical. 

"'1.  The  course  of  lectures  and  college  work  to  be 
given  a  place  in  the  curriculum  and  carry  weight  to- 
ward the  degree  in  both  junior  and  senior  years.  This 
to  consist  of  not  less  than  twelve  lectures  in  each  year, 
for  juniors,  on  the  military  history  of  the  United 
States,  the  unvarnished  facts,  our  failures,  defeats 
and  mistakes  as  well  as  our  victories;  for  seniors,  on 
the  military  policy  of  the  United  States,  past  and  pres- 
ent, and  twelve  lectures  with  practical  problems  in  each 
year.  The  lectures  on  military  history  and  policy  to  he 
prepared  by  the  General  Staff  with  lists  of  collateral 
reading.  The  twenty-four  lectures  and  practical  prob- 
lems to  be  conducted  by  officers  of  the  regular  army 
under  a  scheme  provided  by  the  General  Staff.  Thus 
the  instruction  will  be  uniformly  arranged  and  given  in 
all  non-military  institutions  under  a  logically  developed 
system.  Training  in  rifle  shooting  to  be  given  as  many 
students  as  possible  regardless  of  whether  they  elect 
this  military  course  or  not. 

"2.  It  is  required  that  all  students  electing  this 
course  will  volunteer  to  attend  two  of  the  student  sum- 
mer camps.    Many  exceptions  must  be  made  at  present 


330  ARMS  AND  THE  BOY 

on  account  of  the  personal  expense  involved,  slight  as  it 
is.  We  trust  that  Congress  will  in  time  appreciate  the 
immense  value  of  these  camps  and  make  provision  for 
relieving  the  qualified  attendants  of  certain  portions 
of  their  expenses. 

"The  student  at  one  of  these  camps  of  only  five  or  six 
weeks'  duration,  receives  as  much  military  instruction 
as  the  average  militiaman  in  three  years.  This  plan 
has  proven  such  a  tremendous  success  and  has  met 
with  such  unanimous  and  unqualified  approval  on  the 
part  of  students  and  their  parents  that  it  needs  no  en- 
largement here.  |. 

"3.  It  is  proposed  that  the  names  of  these  young 
men  who,  in  the  opinion  of  the  camp  commanders  and 
under  regulations  drawn  by  the  General  Staff  have 
become  eligible  for  commissions  in  volunteer  forces  be 
listed  and  held  in  the  War  Department  as  available  for 
such  service. 

"4.  An  effort  is  now  being  made  to  induce  Congress 
to  authorize  the  War  Department  to  commission  and 
attach  to  regular  regiments  of  all  branches  of  the  serv- 
ice for  one  year,  one  thousand  or  more  of  such  young 
men  as  have  qualified  in  the  foregoing  course  or  simi- 
lar courses  in  military  schools  and  colleges.  THIS  IS 
CONSIDERED  THE  BEST  OF  ALL  SCHEMES  FOR 
GETTING  REALLY  TRAINED  OFFICERS.  These 
one-year  oflScers  to  receive  full  pay  and  allowances 
amounting  to  about  $1,750.00  pay  proper  and  $750.00 
allowances  (light,  fuel,  heat,  quarters)  which  should 
allow  them  to  leave  the  service  with  from  $600.00  to 


ARMS  AND  THE  BOY  331 


$1,000.00  in  pocket.  Such  of  these  as  become  eligible 
to  be  commissioned  in  the  reserve  to  the  regular  army 
or  reserve  forces  of  the  United  States  for  a  definite 
period,  be  required  to  attend  maneuvers  for  a  few 
weeks  each  year  and  be  provided  with  complete  per- 
sonal equipment  for  field  service. 

"This  plan,  as  you  see,  is  more  or  less  tentative  and 
dependent  upon  congressional  sanction  and  assistance, 
but  when  our  most  intelligent  educators  are  coming 
forward  on  their  own  initiative  to  ask  what  they  can 
do,  certainly  a  way  will  be  found  to  utilize  the  splendid 
resources  they  control.  Our  best  citizens  realize  quite, 
seriously  tlmt  military  service  is  one  of  the  nation^s 
forms  of  taxation  and  indeed,  the  one  upon  which  all 
others  depend.  If  the  men  of  the  country  are  unwilling 
to  assume  military  service,  or  preparation  therefor,  and 
pay  the  cost  in  blood  as  they  pay  taxes  in  money,  the 
life  of  this  country  will  be  short, 

"Heretofore  we  have  apparently  preferred  to  omit 
the  preparation  of  citizen  soldiery  until  war  is  upon  us 
at  such  enormous  cost  in  treasure  and  criminal  wastage 
of  splendid  lives.  Is  it  not  an  insult  to  our  intelligence 
as  well  as  to  our  patriotism  to  presume  that  we  shall 
continue  such  a  course?  This  voluntary  impetus  of 
college  men  swinging  in  behind  the  movement  to  pre- 
piu-e  our  citizenry  for  service  in  time  of  our  country's 
need  is  a  most  effective  answer." 


APPENDIX  XIX 

plan:  for  military  instruction  at  harvard 
university 

The  winning  over  of  Harvard  to  the  adoption  of 
military  training  as  a  part  of  its  curriculum  has  been 
attended  with  much  enthusiasm  among  the  students 
and  great  interest  in  educational  circles. 

The  following  extracts  from  the  Harvard  Alumni 
Bulletin,^  December  10,  1915,  indicate  the  voluntary- 
character  of  the  appeal  and  a  tentative  program  of  in- 
struction for  which  there  were  one  thousand  two  hun- 
dred volunteers. 

"The  details  of  jthe  plan  have  not  been  entirely  de- 
termined on  as  yet,  but  the  general  scheme,  as  it  now 
stands,  is  as  follows : 

Schedule  of  Instruction. — "1.  The  work  will  begin 
with  two  hours  of  drill  a  week  by  companies.  In  the 
:winter  the  work  will  be  concentrated  on  close  order 
drill  in  either  the  Hemenway  gymnasium  or  the  base- 
ball cage.  As  soon  as  the  weather  improves,  the  drill 
will  be  cut  down  and  will  be  held  outdoors.  Open  for- 
mation and  minor  tactics  will  then  be  emphasized.  The 
hours  of  drill  will  in  all  probability  be  from  four  to  six 
and  from  seven  to  nine  o'clock;  members  of  the  regi- 
ment, therefore,  will  have  ample  opportunity  to  choose 

832 


> 

C- 

n 
3 


Field  Wireless  Detachment— Culver 


I 


Watering  Horses— Norwich  University 


'I 


ARMS  AND  THE  BOY  333 

their  hours  of  drill  and  the  days  which  they  prefer. 
The  drill  will  be  in  charge  of  a  regular  army  officer. 

"2.  Rifle  practise  will  be  arranged,  either  with  sub- 
caliber  rifle  somewhere  in  Cambridge  or  with  Spring- 
fields  at  some  militia  rifle  range  in  the  vicinity.  A 
sufficient  number  of  rifles  has  been  assured. 

"3.  Every  member  of  the  regiment  is  expected  to 
become  a  member  of  the  correspondence  course  con- 
ducted by  the  army  for  Plattsburg  men.  This  consists 
of  monthly  problems  in  map  work,  and  tactics.  An- 
swers are  sent  to  the  War  Department,  are  there  cor- 
rected, and  the  solution,  with  the  most  prevalent  mis- 
takes, sent  wuth  the  next  problem. 

Credit  Toward  College  Degree. — "4.  Lectures  in  the 
university  course  in  military  science  will  be  given  by 
G€!neral  Wood,  Captain  Dorey,  Captain  Johnston  and 
other  specialists  from  the  army.  Tactical  walks  will 
be  taken  in  connection  with  the  course.  This  course 
will  count  toward  a  degree  only  for  those  who  have 
attended  one  of  the  military  camps  or  have  had  equiva- 
lent training  in  the  militia. 

"5.  Lectures  on  our  military  history,  our  present 
army  organization  and  other  special  topics  will  be  an- 
nounced from  time  to  time. 

Uniforms. — "6.  Uniforms  will  not  be  required,  but  it 
is  strongly  urged  that  every  one  provide  himself  with 
the  army  field  uniform.  A  contract  for  these  will  be 
arranged  by  the  committee  at  a  later  date. 

Enrollment  Agreement. — "A  tentative  enrollment 
plan  for  students  of  military  science,  drawn  up  by  the 


334  ARMS  AND  THE  BOY 

student  council  committee  on  military  affairs,  has  beeni 
issued  as  follows : 

"1.  I  hereby  agree  to  enroll  in  the  companies  of  thei 
Harvard  regiment.  In  doing  this,  I  promise  to  devotei 
three  hours  a  week,  arranged  so  as  to  interfere  in  np 
way  with  my  college  work,  to  military  instruction,  in- 
cluding both  theoretical  and  practical  work.  I  further 
agree,  each  month,  to  prepare  and  hand  in  a  solution 
to  a  map  problem  in  the  correspondence  course  con- 
ducted by  the  United  States  Army. 

"2.  It  is  understood  that  I  freely  subject  myself  to 
obey  and  respect  all  officers  that  may  be  appointed  over 
me  by  proper  authority,  while  receiving  such  military 
instruction  and  while  enrolled  in  the  Harvard  regiment. 

"3.  It  is  further  understood,  that  if  I  absent  myself 
from  any  of  the  drills,  or  other  instruction,  without  an 
excuse  acceptable  to  the  disciplinary  committee,  my 
name,  for  the  first  offense,  will  be  posted  upon  the  bul- 
letin board  of  the  regiment,  and  for  the  second  offense, 
I  will  be  dropped  from  the  rolls  of  the  regiment,  and 
my  name  shall  be  published  in  the  Crimson. 

"4.  I  shall  endeavor,  to  the  best  of  my  ability,  to  at- 
tend, and  will  encourage  others  to  attend,  the  camps  of 
military  instruction  to  be  held  during  the  summer 
of  1916. 

"5.  My  enrollment,  under  this  agreement,  expires 
May  31,  1916. 

Course  in  Military  Science. — "The  course  in  military 
science  to  be  offered  in  Harvard  College  during  the 
second  half  year  will  include  the  following  twenty-four 


ATMS  AND  THE  BOY  335 


lectures  and  six  'tactical  walks/  It  is  expected  that  a 
few  other  lectures  will  be  added. 

"1.  One  lecture  on  our  general  military  policy  and 
method  of  raising  and  maintaining  armies.  General 
Wood  will  open  the  course  with  this  lecture. 

"2.  Four  lectures  on  'Infantry'  to  be  given  by  Cap- 
tain Halsted  Dorey,  Fourth  Infantry,  Aide-de-Camp. 

"3.  Three  lectures  on  'Cavalry/  by  Captain  Gordon 
Johnston,  Eleventh  Cavalry,  Aide-de-Camp. 

"4.     Three  lectures  on  field  artillery. 

"5.     Three  lectures  on  coast  artillery. 

"6.  Four  lectures  on  military  engineering  of  various 
types. 

"7.    One  lecture  on  camp  sanitation  and  hygiene. 

"8.  Two  lectures  on  the  signal  corps,  including  avia- 
tion. 

"9.    Jwo  lectures  on  transportation  and  supply. 

"10.     One  lecture  on  ordnance. 

"11.  Six  tactical  walks  conducted  by  officers  of  the 
mobile  army  and  engineers." 


APPENDIX  XX 

THE  ORGANIZATION  OF  FIELD  ARTILLERY  AT  YALE 
UNIVERSITY 

Eecognizing  the  needs  of  field  artillery,  General 
Wood  recommended  the  organization  of  militia  units  of 
the  field  artillery  at  Yale. 

It  was  the  intention  at  first  to  organize  but  one 
battery,  but  within  a  week  after  the  matter  had  been 
put  in  the  hands  of  the  students,  over  nine  hundred 
applications  were  handed  in,  and  the  organization  of 
four  batteries  instead  of  one  was  under  way. 

The  following  extracts  from  the  Yale  Alumni 
'Weekly,  March  10,  1916,  indicate  the  nature  of  the 
proposed  work  at  Yale : 

THE  ORGANIZATION  OP  THE  YALE  UNDERGRADUATE 
BATTERIES 

How  the  Movement  Was  Begun. — "Due  to  the  energy 
and  enthusiasm  of  a  considerable  number  of  graduates, 
actively  supported  and  encouraged  by  President  Hadley 
and  other  members  of  the  faculty,  Yale  has  undertaken 
the  patriotic  duty  of  affording  military  training  for 
those  of  her  students  who  desire  it. 

Need  for  Field  Artillery. — "The  movement  for  the 
organization  of  a  battery  of  field  artillery  at  Yale  was 

836 


ARMS  AND  THE  BOY  33T 


begun  by  a  number  of  alumni  and  undergraduates  who 
attended  the  summer  encampment  at  Plattsburg  in 
1915. 

"The  organization  of  such  a  battery  was  suggested 
by  Major  General  Leonard  Wood.  General  Wood  during 
his  term  as  chief  of  staff  of  the  United  States  Army 
repeatedly  called  attention  in  his  reports  to  the  utter 
inadequacy  of  our  field  artillery  in  personnel,  material 
and  ammunition.  Our  regular  field  artillery  comprises 
but  six  regiments,  only  three  and  one-half  of  these  be- 
ing within  the  continental  limits  of  the  United  States. 

Response  from  Students. — "It  seems  wise,  therefore, 
to  develop  and  train  college  men  for  this  branch  of  the 
niihtary  service  and  to  give  them  sufficient  technical 
training  to  perform  the  duties  required  of  captains  and 
lieutenants  of  field  artillery  units.  It  was  in  full  recog- 
nition of  the  needs  of  field  artillery  that  General  Wood 
recommended  the  organization  of  militia  field  artillery 
at  Yale.  It  was  the  intention  at  first  to  organize  but 
one  battery.  However,  when  the  movement  was 
launched  by  the  undergraduate  committee  and  applica- 
tions for  enrollment  were  permitted,  four  hundred  and 
thirty-seven  men  responded  the  first  day.  Within  the 
next  week  this  number  had  increased  to  over  nine  hun- 
dred, and  it  was  then  deemed  best  to  organize  four  bat- 
teries. The  four  batteries,  together  with  that  at 
Branford  and  the  recently  organized  battery  at  Stam- 
ford, would  compose  one  complete  regiment  of  field 
artillery  for  the  state  of  Connecticut,  to  be  officially 
designated  as  the  Tenth  Militia  Field  Artillery. 


338  ARMS  AND  THE  BOY 

Connection  With  National  Guard. — "Due  to  the  fact 
that  the  strength  of  the  Connecticut  National  Guard  is 
limited  by  statute,  but  four  hundred  and  eighty-six  men 
could  be  enrolled.  This  was  forty-six  men  under  the 
number  authorized  by  law  as  comprising  the  minimum 
strength  of  four  batteries.  Enlistments  were  completed 
and  the  first  muster  of  the  organization  occurred  on 
November  22,  1915,  the  batteries  being  accepted  for 
the  state  by  Assistant  Adjutant  General  Cowles,  and 
for  the  United  States  by  Captain  Marlborough 
Churchill,  Field  Artillery,  United  States  Army.  At  the 
instance  of  President  Hadley,  the  War  Department 
approved  the  detail  of  an  officer  of  field  artillery  to  take 
charge  of  the  training  and  designated  First  Lieutenant 
Robert  M.  Danf ord.  Fifth  Field  Artillery,  for  this  duty. 
Lieutenant  Danf  ord  was  commissioned  as  major  in  the 
Connecticut  National  Guard,  and  was  assigned  to  the 
command  of  the  Yale  batteries. 

The  War  Department's  Interest  in  This  Work.— "The 
War  Department  is  watching  the  work  at  Yale  with 
keen  interest.  It  fully  and  confidently  expects  that  the 
Yale  batteries  will  attain  such  a  degree  of  efficiency  as 
to  justify  unusual  attention  being  devoted  to  their 
training  and  to  justify  affording  them  the  benefit  of 
liberal  appropriations.  The  officer  in  charge  of  the  in- 
struction has  been  authoritatively  informed  that  with 
the  beginning  of  the  next  instruction  period  in  the  fall 
a  sufficient  number  of  horses  will  be  provided  com- 
pletely to  horse  one  battery  if  accommodations  for  this 
number  of  animals  are  furnished.    This  will  enable  the 


ARMS  AND  THE  BOY  339 


organizations  at  Yale  to  have  field  work  such  as 
raarches,  camps,  advance  to,  and  occupation  of  posi- 
tions, and,  in  fact,  enable  them  to  cover  completely  all 
I)hases  of  field  artillery  instruction  and  practise.  This 
should  materially  add  to  the  interest  and  value  of  the 
work  and  insure  a  high  standard  of  efficiency  in  the 
cirganization.  Yale  alumni  are  promoting  the  work  of 
the  batteries  to  the  extent  of  insuring  that  they  will 
be  provided  with  suitable  and  adequate  armory  facili- 
ties. Plans  have  been  completed  and  funds  are  being 
raised  for  the  construction  of  an  armory,  which  it  is 
cixpected  will  be  ready  for  use  when  college  opens  next 
i^aU. 

Course  of  Instruction, — "On  March  first  the  War  De- 
l)artment  detailed  First  Lieutenant  E.  L.  Gruber,  Fifth 
Field  Artillery,  and  four  specially  selected  non-commis- 
sioned officers  from  the  field  artillery  detachment  at 
West  Point,  to  assist  in  the  training  of  the  batteries. 
Officers  and  gunners  must  be  qualified  by  May  fifteenth, 
and  the  encampment  at  Tobyhanna  will  begin  for  two 
of  the  batteries  on  June  fourteenth,  and  for  the  re- 
maining two  batteries  on  June  twenty-fourth,  each 
organization  to  be  in  camp  ten  days.  The  War  De- 
partment has  outlined  special  courses  of  instruction 
and  examinations  for  those  young  men  who  desire  to 
qualify  as  officers  of  volunteers.  During  the  ensuing 
year,  it  is  planned  to  cover  these  courses  thoroughly 
and  it  is  expected  that  a  large  number  of  the  Yale  men 
now  enlisted  in  the  batteries  may  be  qualified  for  and 
pass  the  required  examinations. 


340 


AEMS  AND  THE  BOY 


Progress  of  the  Work. — "The  work  of  the  batteries 
was  recently  inspected  by  Major  C.  P.  Summerall,  who 
is  directly  in  charge  of  the  field  artillery  in  the  Division 
of  Militia  Affairs  in  Washington.  He  expressed  great 
satisfaction  with  the  progress  being  made  by  them, 
and  stated :  Tt  is  significant  that  while  the  country  is 
talking  preparedness,  Yale  is  acting  preparedness. 
While  others  are  satisfied  with  a  more  or  less  super- 
ficial knowledge  of  military  matters,  Yale  is  preparing 
to  deliver  a  fire  which,  in  case  of  need,  would  affect  the 
course  of  battle.' " 


APPENDIX  XXI 
MILITARY  INSTRUCTION  CAMPS  FOR  STUDENTS 

Prepared  by  Lieutenant  R.  G.  Sickels,  Culver  Military 
Academy.    Lieutenant  Sickels  was  a  member  of 
|L^  the  Burlington  Camp  in  1914 

Five  or  six  weeks  at  one  of  the  government's  sum- 
mer military  instruction  camps  is  an  experience  not 
soon  forgotten. 

I  remember  vividly  an  afternoon  in  early  July,  1914, 
^vhen  several  of  us,  our  college  final  examinations  now 
a  thing  of  the  past,  swung  off  the  train  at  Burlington, 
Vermont,  dumped  suit-cases  into  a  waiting  army  mule 
van  and  in  company  of  a  bronzed  enlisted  man,  eagerly 
climbed  the  hill  toward  the  camp  site,  near  the  campus 
of  the  University  of  Vermont,  which  was  to  be  the 
scene  of  so  many  new  and  pleasant  experiences. 

I  was  assigned  to  a  tent  with  five  other  men,  each 
from  a  different  college,  but  all  had  looked  forward 
to  such  a  summer  with  the  greatest  anticipation  and 
were  bent  on  "doing  the  thing  up  brown"  and  getting 
the  greatest  possible  benefit  and  pleasure  out  of  the 
work.  Needless  to  say  the  association  with  men  from 
colleges  all  over  the  country  drawn  together  by  a 

341 


342  ARMS  AND  THE  BOY 

common  interest  was  in  itself  a  valuable  opportunity, 
equaled  only  by  the  expert  training  and  kind  assist- 
ance received  at  the  hands  of  the  army  officers  and  en- 
listed men  who  were  encamped  with  us. 

History  of  Camps. — A  brief  resume  of  the  history 
and  aims  of  these  camps  may  prove  interesting. 

In  the  spring  of  1913,  by  direction  of  the  War  De- 
partment, Major  General  Leonard  Wood,  then  chief  of 
staff,  sent  to  the  university  and  college  presidents  of 
the  United  States  a  circular  letter,  proposing  the  estab- 
lishment of  a  system  of  military  instruction  camps  for 
college  students. 

Object  of  the  Plan. — ^The  object  of  this  plan  was  to 
give  a  short  course  in  real  military  training  to  a  live  in- 
terested body  of  young  men  who  would  not  otherwise 
receive  such  training:  to  help  equip  properly  qualified 
men  to  fill  the  great  deficiency  in  commissioned  officers 
which  would  immediately  arise  in  case  of  war,  and  to 
instill  in  four  or  five  weeks  of  healthy  outdoor  life, 
habits  of  obedience  and  discipline,  command  and  self- 
control  that  are  the  prerequisites  of  efficiency  in  every 
business  and  profession.  There  was  to  be  no  obliga- 
tion on  the  part  of  the  student  receiving  this  training. 

The  plan  was  received  with  almost  universal  ap- 
proval throughout  the  country.  That  summer  two 
camps  were  held,  one  on  the  Gettysburg  battle-field 
and  one  at  the  Preeidio  of  Monterey  in  California,  the 
total  attendance  being  two  hundred  and  twenty-two. 

In  the  summer  of  1914,  six  hundred  and  sixty-four 
students  attended  similar  camps  at  Burlington,  Ver- 


«■ 


ARMS  AND  THE  BOY  343 


niont;  Asheville,  North  Carolina;  Ludington,  Michi- 
gan ;  and  Monterey,  California. 

During  the  summer  of  1915,  one  thousand  one  hun- 
dred twelve  students  received  instruction  at  Platts- 
burg,  Ludington  and  Monterey.  The  attendance  at  the 
Plattsburg  camp,  seven  hundred  and  twenty,  outnum- 
bered the  total  attendance  at  the  four  camps  in  1914. 

Course  of  Instruction. — In  general,  the  work  done  by 
these  camps  is  as  follows :  The  morning  is  given  over 
to  infantry,  cavalry  or  artillery  drill,  special  stress  be- 
ing laid  upon  open-order  and  field  work,  with  practise 
inarches,  tactical  problems  and  sham  engagements  as 
an  interesting  part  of  the  routine.  Dinner  is  preceded 
by  an  hour's  practical  lecture  dealing  with  some  phase 
of  military  science.  The  afternoons  are  taken  up  by 
miscellaneous  drill,  map-making,  first  aid,  saber  drill, 
etc.  This  afternoon  work  is,  in  the  main,  voluntary 
but  nearly  every  student  is  found  participating  in  one 
drill  or  another,  the  only  regret  being  that  there  is  so 
much  to  learn  and  so  little  time  in  which  to  learn  it. 

Troops  of  the  regular  army  attend  and  cooperate 
in  the  instruction  and  field  maneuvers  and  prove  ex- 
tremely valuable  to  the  student  in  every  way.  The 
camp  closes  with  a  march  of  a  week  or  ten  days,  sham 
battles  and  skirmishes  forming  a  regular  part  of  each 
day's  program. 

Expense  to  Students.— All  equipment  is  furnished  by 
the  War  Department.  The  only  expense  to  which  the 
student  is  put,  in  addition  to  transportation  to  and 


344  ARMS  AND  THE  BOY 

from  his  home,  is  for  his  board  at  the  rate  of  three 
dollars  and  fifty  cents  per  week,  and  for  his  uniform, 
costing  from  five  to  ten  dollars,  according  to  quality. 

Provision  for  Future  Camps. — ^Whether  or  not  the 
Congress  of  1916  makes  provision  for  the  military 
training  of  citizens  on  a  large  scale,  there  is  no  doubt 
that  the  camps  of  1916  will  show  a  tremendously  in- 
creased attendance.  The  business  men's  camps  held 
last  year  at  Plattsburg,  New  York;  Fort  Sheridan, 
Illinois,  and  other  places,  a  natural  outgrowth  of  the 
student  camp  project,  will  be  continued  and  enlarged. 
With  the  object  of  coordinating  and  developing  the 
common  aims  of  the  students'  and  business  men's 
camps,  there  has  been  formed  the  Military  Training 
Camps'  Association  which  will  direct  both  under 
a  common  head.  The  men  attending  the  camps  this 
year  will  be  divided  into  two  groups.  The  junior  divi- 
sion comprises  undergraduates  in  colleges  and  universi- 
ties and  those  students  in  public  and  private  schools 
who  have  reached  a  grade  equivalent  to  senior  class, 
high  school.  The  senior  division  comprises  graduates 
of  colleges  and  universities  and  other  citizens  between 
the  ages  of  twenty-one  and  forty-five  who  have  had 
experience  equivalent  to  such  an  education. 

The  location  of  all  the  camps  for  this  summer  has  not 
yet  been  definitely  decided  upon,  but  it  will  be  in  gen- 
eral the  same  as  last  year. 

Full  information  regarding  either  the  junior  division 
or  the  senior  division  camps  in  any  section  of  the 


iL 


orq 


ARMS  AND  THE  BOY  345 


country  may  be  obtained  by  writing  direct  to  the 
Military  Training  Camps'  Association,  at  31  Nassau 
Street,  New  York  City, 

In  conclusion,  to  any  one  familiar  with  the  situation, 
two  facts  are  evident : 

Success  of  the  Project. — 1.  The  student  camp  proj- 
ect has  been  a  success.  The  figures  speak  for  them- 
selves as  regards  increased  attendance  and  interest. 
Real  military  training  has  been  given.  Inspectors  from 
the  War  Department  unite  in  commending  the  nature 
of  the  work  done.  There  is  hardly  a  student  who  has 
attended  one  of  the  camps  who  does  not  look  back  upon 
a  never-to-be-forgotten  summer,  a  summer  of  close 
fi'iendships,  pleasant  memories,  but  above  all,  a  period 
of  the  hardest  work  he  ever  did  in  his  life.  Further, 
the  camp  method,  itself,  whether  applied  to  the  busi- 
ness man,  the  student  or  the  high-school  boy  as  in  the 
camp  at  Culver  in  the  spring  of  1915,  has  proved  the 
one  effective  means  of  imparting  military  training  and 
discipline  in  a  short  period  of  time. 

2.  On  the  other  hand,  comparatively  speaking,  it 
must  not  be  lost  sight  of  that  very  little  has  yet  been 
done,  that  at  best  only  a  start  in  the  right  direction  has 
been  made.  In  1914  the  male  attendance  in  the  colleges 
of  the  country  was  two  hundred  and  thirty-seven 
thousand  five  hundred  and  sixty-two.  Of  this  number  it 
was  estimated  that  at  least  two  hundred  thousand  were 
of  proper  age  and  physique  to  be  considered  eligible  for 
miUtary  training.    So  far,  the  student  military  camp 


346  ARMS  AND  THE  BOY 

instruction  is  reaching  only  one  student  in  each  two 
hundred.  Again,  it  may  be  fairly  supposed  that  a  stu- 
dent who  has  attended  one  of  those  camps  has  gained 
as  much  actual  knowledge  and  experience  as  is  physic- 
ally possible  in  the  time  allowed.  There  have  been  in- 
telligence and  enthusiasm  to  start  with,  expert  personal 
instruction,  application,  hard  work ;  and  yet  no  student 
leaves  for  his  home  without  a  keen  realization  of  how 
little  he  really  knows,  without  a  clearer  perception  of 
what  military  preparedness  means  and  necessitates, 
and  that  is  perhaps  not  the  least  valuable  part  of  his 
training. 


APPENDIX  XXII 

COMPULSORY     MILITARY    TRAINING    FOR    THE    BOYS    OP 
NEW  YORK 

The  first  positive  step  toward  compulsory  military 
training  in  this  country  has  been  taken  by  the  state 
of  New  York.  The  New  York  Legislature  has  passed 
an  act  requiring  "that  all  boys  over  the  age  of  sixteen 
years  and  not  over  the  age  of  nineteen  years,  except 
boys  exempted  by  the  Commission,  shall  be  given  such 
military  training  as  the  Commission  may  prescribe." 

The  Military  Commission. — The  Military  Commis- 
sion established  by  this  act  is  composed  of  "the  Major 
General  commanding  the  National  Guard  ex-officio,  a 
member  to  be  appointed  by  the  Board  of  Regents  of 
the  university,  and  a  member  to  be  appointed  by  the 
governor. 

"In  order  to  more  thoroughly  and  comprehensively 
prepare  the  boys  of  the  elementary  and  secondary 
schools  for  the  duties  and  obligations  of  citizenship, 
it  shall  also  be  the  duty  of  the  Military  Training  Com- 
mission to  recommend  from  time  to  time  to  the  Board 
of  Regents  the  establishment  in  such  schools,  of  habits, 
customs  and  methods  best  adapted  to  develop  correct 
physical  posture  and  bearing,   mental  and  physical 

347 


348  ARMS  AND  THE  BOY 

alertness,  self-control,  disciplined  initiative,  sense  of 
duty  and  the  spirit  of  cooperation  under  leadership." 

Time  Given  to  Drill. — The  periods  of  military  in- 
struction are  to  aggregate  not  more*  than  three  hours 
in  each  week  during  the  school  or  college  year  in  the 
case  of  boys  "who  are  in  public  or  private  schools  or 
colleges."  For  boys  who  are  not  pupils  the  periods 
devoted  to  military  instruction  are  to  aggregate  not 
more  than  three  hours  in  each  week  between  Septem- 
ber first  of  each  year  and  the  fifteenth  day  of  June 
next  ensuing.  Any  boy,  however,  "who  is  regularly 
and  lawfully  employed  in  any  occupation  for  a  liveli- 
hood shall  not  be  required  to  take  such  training  unless 
he  volunteers  and  is  accepted  therefor." 

Field  Training. — The  law  also  provides  for  field 
training  in  summer  camps ;  this  training  for  each  de- 
tachment of  boys  to  cover  a  period  of  not  less  than 
two  or  more  than  four  weeks  as  the  commission  may 
determine.! 

Use  of  State  Property. — Provision  is  made  for  the 
use  of  state  military  property,  including  armories,  and 
arms  and  equipment  not  at  the  time  required  for  the 
use  of  the  National  Guard  or  Naval  Militia. 

Organizations  having  fair  grounds  entitled  to  any 
apportionment  of  state  moneys  are  required  to  allow 

♦It  would  have  been  better  to  have  prescribed  a  minimum 
rather  than  a  maximum  limit. 

fAn  appropriation  of  $200,000.00  made  for  these  summer 
camps  seems  inadequate. 


ARMS  AND  THE  BOY  349 


the  use  of  such  grounds  for  these  camps,  when  the 
grounds  are  not  needed  for  its  own  purposes.* 

Instructors. — Provision  is  made  for  the  utilization 
of  officers  and  enlisted  men  of  the  National  Guard  as 
instructors,  as  well  as  designated  teachers  and  in- 
structors of  the  schools  and  colleges. 

This  law  goes  a  step  beyond  the  Swiss  system, 
which  requires  actual  military  instruction  only  in  the 
summer  camp  periods,  and  systematic  physical  train- 
ing throughout  the  school  year. 

Compulsory  Physical  Training. — The  New  York 
law  requires  "instruction  in  physical  training  and  kin- 
dred subjects  for  all  male  and  female  pupils  above  the 
age  of  eight  years  in  all  elementary  and  secondary 
schools."  They  shall  receive  "as  part  of  the  prescribed 
courses  of  instruction  therein  such  physical  training 
as  the  Regents,  after  conference  with  the  Military 
Training  Commission  may  determine,  during  periods 
v/hich  shall  average  at  least  twenty  minutes  in  each 
school  day."  Provision  is  made  for  the  employment  of 
competent  teachers. 

"Similar  courses  of  instruction  shall  be  prescribed 
and  maintained  in  private  schools  in  the  state,  and  all 
pupils  in  such  schools  over  eight  years  of  age  shall 
attend  upon  such  courses ;  and  if  such  courses  are  not 
so  established  and  maintained  in  any  private  school, 
attendance  upon  instruction  in  such  school  shall  not  be 
deemed  substantially  equivalent  to  instruction  given  to 

♦It  would  have  been  "weU  to  have  added  "and  when  such' 
grounds  are  suitable  for  camping." 


850  ARMS  AND  THE  BOY 

children  of  like  ages  in  the  public  school  or  schools  of 
the  city  or  district  in  which  the  child  resides. 

"Whenever  the  Regents  shall  adopt  recommenda- 
tions of  the  Military  Training  Commission  in  relation 
to  the  establishment  in  elementary  and  secondary 
school  of  habits,  customs  and  methods  adapted  to  the 
"development  of  correct  physical  posture  and  bearing, 
mental  and  physical  alertness,  self-control,  disciplined 
initiative,  sense  of  duty  and  spirit  of  cooperation  un- 
der leadership,  as  provided  in  the  military  law,  the 
Regents  shall  prescribe  and  enforce  such  rules  as  may 
be  necessary  to  carry  into  effect  the  recommendations 
60  adopted." 

The  provisions  of  this  act,  in  so  far  as  they  relate 
to  military  training,  are  somewhat  vague.  The  details 
must  receive  the  attention  of  experts  if  the  training  is 
to  be  effectively  carried  out.  But  if  this  can  be  done, 
coming  generations  will  undoubtedly  show  its  effects 
in  a  higher  type  of  citizenship,  in  happier  homes,  and 
more  effective  men. 


INDEX 


INDEX 


Active  officers  of  the  regular  army  as  military  instructors,  297-300. 

Aclvantace  as  a  system  of  exercise,  101-111. 

Ai;e  at  which  military  training  should  be  begun,  146-148. 

Aj;e  limit  in  California,  254. 

Agricultural  and  Mechanical  College  of  Texas,  14. 

Aid,  State,  165. 

American  Literary,  Scientific  and  Military  Academy,  9. 

Ammunition,  Issue  of,  by  government,  246-251,  302. 

Restrictions  regarding  use  in  California,  262. 
Arguments  for  and  against  military  training,  1-2. 
Ai'ms,  Issue  of,  by  government,  300-301. 

Restrictions  regarding  use  in  California,  262» 
Army  officer  as  Commandant  of  Cadets,  152. 
Ai'my  officer  as  military  instructor,  297-300. 
Army  practise  rod,  275-276,  279. 
Army  War  College,  182-195,  237,  320,  323. 
Asheville,  North  Carolina,  Camp,  343. 
Athletics,  Effect  of  military  training  on,  204. 
Athletics,  Relation  of  military  training  to,  109-111. 
Authority,  Respect  for,  taught  through  military  training,  63,  112L 

Bachelor  of  Science  degree,  324. 
Bick  stop  for  rifle  practise,  282-283. 
Baden-Powell,  General,  20. 
Barnard,  Lieutenant  J.  H.,  290,  291. 
Black  Horse  Troop,  sec  Culver  MiUtary  Academy. 
Blame  for  poor  military  training  in  colleges,  190. 
Blood-thirstiness  not  bred  by  military  training,  87-88, 
Boston  high  schools.  Military  training  in,  11. 
Boy  Scout  system  of  military  training,  147. 

353 


354  INDEX 

Boys,  Physical  endurance,  133-134. 

Bridge,  Pontoon,  94. 

Brooklyn  Daily  Eagle,  274. 

Buildings,  302-303. 

Burlington,  Vermont,  Camp  in  1914,  841. 

Burtt,  Captain  W.  B.,  196-205. 

Business,  Preparation  for,  114-115,  234. 

Cadet  companies  for  training  reserve  officers,  177-178. 

Cadet  officers,  55-58,  150-162. 

Cadet  season  in  Washington,  D.  C,  high  schools,  230-232, 

Cadet  tournaments,  228-229. 

Cadets,  Commandant  of,  41-42,  150-153. 

Cadets,  Deportment,  261-262,  277-278. 

Cadets,  Life  of,  18-39. 

Cadets,  Relation  to  officers,  44-45. 

Cadets,  Religious  life,  37,  263-264. 

Cadets,  Standard,  74. 

Cadets,  Uniform,  163-169,  258-259,  303-804. 

Cadets,  Work  during  flood  of  1913,  3-6,  115. 

California  high  schools,   Military   training,   11,   98,   136-137, 

159-160,  165,  252-269,  281-294. 
California  Rules  and  Regulations,  259-262,  281. 
Calisthenics,  102-103. 
Camp  and  field  units,  228. 
Camps,  106,  148-149,  235,  288-294,  341-346. 
Carriage  of  cadets.  Effect  of  uniform,  103-105. 
Carter,  Major-General  William  H.,  133. 
Certificates  issued  to  graduates  of  military  schools  by  .War 

Department,  295,  296. 
Certificates  issued  to  teachers  in  California,  269. 
Character,  Effect  of  military  training,  60-64,  81-86. 
Character  of  cadet  officer,  55,  56. 

Character  of  student  admitted  to  strictly  military  schools,  59. 
Cheating,  Effect  of  military  training  on,  117. 
Chevrons,  169. 
Chicago  high  schools,  Military  training  in,  69,  145. 


INDEX  355 


Chicago  Record  Herald,  69. 

Chicago  Tribune,  113-114. 

Chicago,  University  of,  175-176. 

Cliurchill,  Captain  Marlborougli,  338. 

"Citadel,  The,"  10,  14,  17,  82. 

atizenship.  Military  training  aid  to  good,  81-83,  112-126,  226-236. 

Civil  law,  Attitude  of  military  trained  men  to,  124-126,  200. 

Civil  War,  127,  133,  174,  193-194. 

Ci  v'ilian  teachers,  152-153. 

Class  room.  Coordination  of,  with  drill  field,  94-100. 

Class-room  work.  Supervision  of,  49-50. 

Classes,  Division  of,  51. 

Classical  and  military  courses,  Combination  suggested,  324-325. 

Classification  in  rifle  practise,  284. 

Classification  of  military  schools,  13-15. 

Ccast  artillery  officers,  176. 

College  reserve  regiments,  178-182. 

Colleges,  Present  interest  in  military  training,  175. 

Colleges,  see  also  Land  Grant  Colleges. 

Cclorado  high  schools.  Military  training  in,  134 

Ccmmandant  of  cadets,  see  Cadets^  Commandant  of. 

Commission  as  second  lieutenant  for  honor  graduates,  16. 

Ccmpetition,  Intra-school,  226. 

Ccmpetition,  Spirit  of,  aroused  by  military  training,  99. 

Ccmpetitive  units,  99-100,   117-118,   146,   224-236. 

Compulsory  military  training  for  boys,  347-350. 

Compulsory    versus    voluntary    military    training    In    high 

schools,  141-143,  203,  204. 
Comradeship,  264. 
Conditions  under  which  Issue  of  rifles  and  ammunition  Is  made 

to  high  school,  246-251. 
Conduct,  261-262,  277-278. 
Connecticut  National  Guard,  338. 

Ccoperation  of  military  and  academic  staff  essential,  96-97. 
Coordination,  91,  94-96. 
Cornell  University,  14. 
Correspondence,  Military,  267. 


356  INDEX 

Course  of  instruction,  237-242,  813-319,  326-331. 

Course  of  rifle  practise  in  high  schools,  270-272. 

Course  proposed  for  Reserve  Officers'  Training  Corps  of  the 

United  States,  187,  188. 
Court-martial,  Report  of  proceedings  at  Culver  Military  Acad- 
emy, 75-80. 
Cowles,  Assistant  Adjutant  General,  338, 
Creedmore,  273. 

Cuba,  Administration  of,  by  military  men,  125-126. 
Culver  Citizen,  Culver,  Indiana,  217. 
Culver  Military  Academy: 

Academic  staff,  41. 

Athletics,  Relation  to  military  training,  109-110. 

Awarding  of  a  collar  device  for  good  carriage,  70-71. 

Black  Horse  Troop,  85-86. 

Boy  Scout  system  utilized,  147-148. 

Business  course,  52. 

Cadet  officers,  154,  156,  161,  162. 

Cadets,  Classification,  49-50. 

Cadets,  Commandant  of,  151. 

Camps,  147,  288-294,  345. 

Classification,  15. 

College,   Admission  to,   62-53. 

Cooperation  of  military  and  academic  staff,  96, 

Court-martial  proceedings,  75-80. 

"Culvers,"  105. 

Daily  schedule,  38-39. 

Distinguished  institution,  16,  17, 

Drills,  29,  145,  209-224. 

Efficiency  records,  56-57. 

Furniture  in  barracks,  36. 

Grade  in  which  military  training  Is  begun,  147, 

Guard  duty,  31. 

Help  periods,  47. 

Honor  of  cadets,  117. 

Insignia,  168-169. 

Mental  tests,  50. 


INDEX  357 


Cnlver  Military  Academy— Continued, 

Mess,  27. 

Military  staflP,  42. 

Mounted  artillery  drill,  30. 

New  cadets,  24. 

Physical  development,  104-105. 

Eebellion  of  cadets  against  authority,  67-69. 

Recitation  periods,  47. 

Requirements  for  entrance,  21. 

Rifle  practise,  130. 

Sand  table,  219. 

Scope  of  military  training,  194. 

Sketching  pad,  217. 

Spiritual  life,  37. 

Sports,  32. 

Students  hold  positions  of  responsibility  in  civil  life,  S2. 

Summer  school,  291. 

Test  of  boy's  ability  to  use  heavy  rifles,  108. 

Testimony  of  Dr.  Hayden  In  favor  of  military  discipline, 

63-64. 

Uniforms,  23,  163. 
ulvers,"  105. 
Cutters,  Man-of-war,  3-4. 

Danford,  First  Lieutenant  Robert  M.,  338. 
Darby,  Dr.,  Experiment  to  determine  relative  value  of  gym- 
nastics and  drill,  101. 
Darge,  Daniel,  275. 
Davis,  Dr.  William  Steams,  88. 
Demerits,  72-75,  244-245,  2G0-261. 
Democracy,  Spirit  of,  in  military  schools,  83-85. 
Disciplinary  value  of  military  training,  112-126,  198-201,  238. 
r»iscipline,  3-6,  54-58,  59-69,  188-190,  244-245,  259-200. 
Discipline  sheet,  73. 
Distinguished  institutions,  15-17. 
Dodge,  General  Granville  M.,  21. 
Vorey,  Captain  Halsted,  333,  335. 


««,-^ 


358  INDEX 

Drawing,  214-222. 

Drill,  Equipment,  209-210. 

Drill,  in  relation  to  study,  46-47,  D4-96. 

Drill,  Influence  on  study,  139-140. 

Drill,  Instruction,  210-214. 

Drill,  Introduction  in  high  schools,  92. 

Drill  period,  28-32,  144-146. 

Drill  versus  gymnastics,  105-107. 

Drilling  with  rifles.  Moral  effect  of,  87-90. 

Drills,  Benefits  from,  107,  236. 

Drills,  Close  order,  107,  127-128. 

Drills,  Extended  order,  128. 

Drills,  Kinds  of,  106-107. 

Drills,  Skirmish,  106. 

Drills,  Suggestions  for  starting,  209-224. 

Drills,  Time  devoted  to,  144-146. 

Dual  system.  Advisability  of,  139-141. 

Du  Pont  de  Nemours  Powder  Company,  271. 

Early  training.  Importance,  241-242. 

Economic  value  of  military  training,  114-116,  234. 

"Education   from   a   military  view-point,"   by   Col.   0,   "W. 

Lamed,  82-83. 
Edwards,  Col.  Thomas  I.,  104. 
Effect  of  military  training,  3-6,  19,  25-26,  31,  85-37,  52-53, 

60-64,  81-86,  91,  99-100,  196-205. 
Eiselman,  Miss  E.  A.,  114. 
Election  of  cadet  officers,  155-156. 
Eliot,  Dr.  Charles  E.,  121,  122. 
Endorsements  of  military  training,  1. 
Engineer  corps,  176. 

England,  Reserve  Officers'  Training  Corps,  195,  820-323. 
English  taught  in  military  training,  97. 
Enlistment  in  regular  army.  Minimum  age,  133. 
Enrollment  agreement,  833-334. 
Equipment,  Issue  by  government,  301-302. 
Equipment  of  military  schools,  12,  13,  16. 


INDEX  359 

Jtlilcal-physical-milltary  system  of  training  for  boys,  237-242. 
Excuses  from  military  training  on  request  of  parents,  142-143, 
Expense  of  imiforms,  164-1G6,  268. 
Expense  to  students  of  military  camps,  343-344. 
Extent  of  Instruction  in  summer  camps,  289-291. 
Extent  of  military  training,  201-204. 

Faculty  of  military  schools,  40-45. 

Fall  River,  Mass.,  Military  camp,  149. 

Fallows,  Bishop,  81. 

Field  artillery.  Inadequacy  of,  337. 

Field  artillery,  Organization  at  Yale  University,  336-340. 

Field  firing  units,  228. 

Firearms,  Advantage  of  teaching  boys  to  handle,  j88-89. 

Firearms,  Knowledge  of  use  limited  to  criminals,  89. 

Firearms,  see  also  Rifles. 

Floods  of  1913,  3-6,  115. 

Forbes,  B.  A.,  253. 

Fort  Sheridan,  111.,  Camp,  344. 

Fort  Sill,  Oklahoma,  217. 

Fort  Worth  high  schools,  Military  training  in,  1V1401, 

Frederick,  the  Great,  122. 

Funston,  Major-General  Frederick,  170. 

GalesMrg  illUnois)  Register,  114-115. 

Gallery  practise,  266. 

Game  idea  in  military  training,  224-236^ 

Game  of  troop  leadership,  128-130. 

G(!ttysburg  battle-field.  Camp,  342. 

Gignilliat,  Col.  L.  R.,  324. 

Girls,  Relation  to  military  system,  205. 

Girls  as  sharpshooters,  274,  280. 

jGirls  as  sponsors  in  mixed  schools,  228. 

Government  classification  of  military  schools,  13-15. 

Government  inspection  of  military  schools,  15-16. 

Government  issue  of  arms,  300-301. 

Government  Issue  of  equipment,  301-302. 


360  INDEX 

Government  of  high-school  cadets  in  California,  252-269. 

Government  schools  for  training  reserve  officers,  178. 

Government  sells  supplies  to  high-school  rifle  clubs,  272. 

Government  uniform,  166. 

Grade  in  which  military  training  should  be  begun,  146-148. 

Graduates,  Certificates  issued  by  War  Department,  295-296. 

Graduates  of  military  institutions,  Number,  177. 

Grant,  General  U.  S.,  21. 

Greaves,  Lieutenant  L.  0.,  222. 

Greek  military  training,  8. 

Gregory,  E.  M.,  277. 

Gruber,  First  Lieutenant  B.  L.,  339. 

Guard  duty,  31-32. 

Guard  sheet,  73. 

Gymnastics  versus  military  drill,  105-107. 

Hadley,  President,  of  Yale,  338. 

Harvard  Alumni  Bulletin,  332. 

Harvard  University,  Military  training,  15,  175,  332-335. 

Hayden,  Dr.  Austin  A.,  63-64. 

Hazing,  64-66. 

High-school  cadet  companies.  Relation  to  militia,  134-138. 

High  schools,  Issue  of  arms,  13,  246-251. 

High   schools.   Military  training    in,    11-12,    87-93,    127-138, 

148-149,  166-167,  224-236,  243-245,  252-269,  270-272,  288-294. 
Hikes,  30. 

Historical  instruction,  240-241,  329. 
Hocking,  Prof.,  of  Harvard,  113. 
Hoffman,  G.  F.,  272. 
Honor  graduates,  16. 
Honor  schools,  15-16,  176. 
Honor  system,  54,  73-74,  117. 
Horsemanship,  29-30. 
Hotchkin,  Col.  Walter  B.,  276. 

Ideals  of  cadet,  266. 

Ideals  of  military  school,  81-86. 


INDEX  361 


Illtnolg  National  Guard,  318-310. 

Illinois  University,  Military  training  in,  190-191,  313-319. 

Importance  of  cadet  officers,  153-154. 

Income  of  land  grant  colleges  from  United  States,  305-306. 

Indians,  Lessons  in  fighting  from,  122. 

Indifference  of  faculty  of  colleges,  190. 

Individual  competition,  287. 

Indoor  instruction,  214-223. 

Inefficient  military  instruction  in  land  grant  colleges,  184-185. 

Infantry  drill  units,  228. 

Initiative,  Effect  on,  204. 

Initiative  emphasized,  122-123. 

Insignia,  167-169,  194,  284. 

Inspection  of  cadets,  Daily,  26,  42-44. 

Inspection  of  military  schools  by  the  government,  15-16. 

Inspection  of  military  schools  by  state  officers,  254-256. 

Instruction  at  Harvard,  332-335. 

Instruction  at  military  camps,  289-291,  343. 

Instruction  for  boys  in  public  schools,  237-242. 

Instruction  In  non-military  Institutions,  326-331. 

Instruction,  Indoor,  214-223. 

Instruction,  Intensive,  Gain  from,  293-294. 

Instruction,  Methods,  46-53. 

Instruction  of  undeveloped  boys,  237. 

Instructors,  12-13,  150-153,  241,  297-300. 

Intensive  instruction,  293-294. 

Interest  of  student,  191-192. 

Intoxicants,  Use  of,  264. 

James,  President  Edmund  J.,  of  Illinois  University,  184,  324. 

Jealousy,  264. 

Johnson,  Gov.  Hiram  W.,  of  California,  253. 

Johnston,  Capt.  Gordon,  333,  335. 

Junior  League  for  National  Defense,  291. 

Junior  marksman's  lapel  button,  267. 

Junior  units,  193. 


362  INDEX 

Kennedy,  Capt.  W.  R.,  270. 
Kentucky  Military  Institute,  10. 
Koehler,  Capt,  of  West  Point,  102. 
Krag  rifle,  246,  279. 

[Labor  unions  oppose  relationship  between  high-school  cadet 

organizations  and  militia,  138. 
Land  Grant  College,  Military  training: 

Income  from  United  States,  305-306. 

Inefficiency,  172-173,  184-185. 

Instructors,  13. 

Morril  Law,  185-186. 

Origin,  10. 

Questionnaire,  307-312. 

Source  of  reserve  officers,  170-195. 
Land  Grant  Colleges,  Association  of,  307. 
Language,  Use  of  profane,  forbidden,  266. 
Larned,  Col.  Charles  W.,  82-83. 
Loader,  Victor,  275. 
Lockhart,  H.  A.,  29L 

Logansport,  Indiana,  Flood  of  1913,  3-6,  115. 
Luddington,  Michigan,  Camp,  343. 
Lying,  Effect  of  military  training  on,  117. 

McKellar,  Representative  Kenneth  D.,  178. 

Manual  of  Arms,  213-214. 

Marksmanship,  273-274. 

Massachusetts  National  Guard,  104. 

Massachusetts    Special    Commission    on    Military   Education, 

102,  114. 
Mathematics,  Interest  in,  stimulated  by  military  training,  95-96. 
Medical  examinations  of  cadets,  23. 
Men,  Response  of,  to  military  training,  131-133. 
Mental  value  of  military  training,  94-100. 
Merit  badges,  167-169. 
Merit  system,  71-72,  244-245,  260. 
Mess,  26-27. 


I 


INDEX  ^^^^^^^^363 


Military  ideals  In  the  class  room,  28. 

Military  Information  Division  of  tlie  United  States,  317-318. 

Military  schools: 

Barracks,  23. 

Business  course,  52. 

Cadet  officers,  55-58. 

Cadets,  Life  of,  18-39. 

Character  of  student  admitted,  59. 

Class-room   work   supervision,   49-50. 

Classes,  Division  of,  51. 

Classification  by  government,  13-15. 

Commission  as  second  lieutenant  for  honor  graduates,  16. 

Company  spirit,  22-23. 

Court-martial  proceedings,  75-80. 

Democracy,  Spirit  of,  83-85. 

Discipline,  59-69. 

Distinguished  institutions,  15-17. 

Effectiveness  of  training,  17, 

Equipment,  12. 

Faculty,  40-45. 

Furniture,  36-37. 

Guard  sheet,  73.  '' 

Hazing,  64-66. 

Honor  schools,  15-16. 

Honor  system,  54,  73-74. 

Horsemanship,  Instruction  In,  29-30. 

Ideals,  81-86. 

Inspection,  15-16,  26,  42-44. 

Instruction;  Methods  of,  46-53, 

Instructors,  12-13. 

Medical  examinations,  23. 

Mental  tests,  50. 

Merit  system,  71-72. 

Orderly,  Duties  of,  25-26w 

Organization,  23. 

Penalties,  72-73,  74-80. 

Promotion  Incentive  to  boys,  70. 


364  INDEX 

Military  Schools— Continued. 

Psychologist,  CoDSulting,  50. 

Bewards,  70-72. 

Rules,  Rigid  enforcement  of,  66-60, 

Schedule,  Daily,  38-39. 

Scholarship,  High  standard  of,  47-49. 

Service,  Ideal  ever  before  cadet,  85-86. 

Staff,  Academic,  40-4L 

Staff,  Military,  41-42. 

Superintendent,  40. 
Military  science  course  to  be  offered  at  Harvard,  334-335. 
Military  science,  Professor  of,  42. 

Military  sketching  and  map  reading,  by  Lieut.  L.  C.  Greaves,  222. 
Military  Training  Camps'  Association,  344,  345. 
Militia,  Closer  relationship  with  schools,  advocated,  137-138. 
Militia,  Coordination  of  high-school  training  with,  136-137. 
Militia,  Effect  of  college  reserve  regiments  on,  181. 
Militia,  High-school  companies  as  units  of,  136. 
Militia,  Number  of  military  trained  boys  who  join,  134-136. 
Militia,  Officers  from,  171. 
Militia,  Service  in,  198-199. 
Militia,  Value  of  military  training  to,  134-138. 
Mills,  Brigadier  General  A.  L.,  137-138,  237. 
Monterey,  California,  Camp,  342,  343. 
Moral  effect  of  drilling  with  rifles,  87-89. 
Moral  preparation  for  good  citizenship,  232-233. 
Moral  value  of  military  training,  116-117. 
Morrill  Land  Grant  Act  of  1862,  314. 
Morrill  Law,  10,  1S5-1SG. 
Morrill,  Honorable  Justin  S.,  185. 
Morris  High  School,  New  York  City,  275. 
Moss*  Manual  of  Military  Training,  271. 


National  Board  for  the  Promotion  of  Rifle  Practise,  247. 
National  Defense,  Junior  League  for,  291.  >^h 

National  Guard,  see  Militia.  ^'^Sm 

National  Rifle  Association  of  America,  267,  271,  273,  317. 


INDEX 


365 


I  Neatness,  265. 
New  York  Athletic  league,  130. 

New  York  City  high  schools,  Military  training  In,  273-280. 
New  York  State,  Compalsory  military  training  for  boys,  347-350. 
Noble,  Capt  H.  F.,  209. 

Non-commissioned  officers  as  volunteer  officers,  171. 
Non-military  educational  institutions,  Course  of  instruction 

in,  326-332. 
"North  American  Review,  82-83. 
Norwich  University,  9,  11,  14,  21,  22,  82,  173-174. 
Number  of  officers  graduated  from  West  Point,  172. 
Number  of  trained  officers,  177. 
Number  of  trained  officers  needed,  172. 


Obedience,  Basis  of  military  training,  120-123,  126. 

C'fficers,  Cadet,  see  Cadet  officers. 

Officers  from  the  National  Guard,  171. 

Officers,  Land  grant  colleges  source  of  reserve,  170-195. 

Officers,  non-commissioned,  as  volunteer  officers,  171. 

Officers,  Number  needed,  177. 

C»fficer3  of  the  regular  army,  military  instructors,  12-13,  297-300. 

C»fficers  of  the  regular  army  as  commandants  of  cadets,  152. 

C»fficers,  Relation  to  cadets,  44-45. 

C>fficers,  Reserve,  Training  Corps  for,  182-188,  191-195. 

C>fficers,  Reserve,  Training  Corps  in  England,  320-323. 

Officers,  Technical  training,  176, 

Officers,  Training,  170-171. 

Omaha  high  schools.  Military  training  in,  11,  149. 

Opposition  to  military  training,  101-108. 

Orderly,  Duties  of,  25-26. 

Ordnance  Department,  Officers,  176. 

Oregon  high  schools.  Military  training  in,  136. 

Organization  of  high-school  cadets  in  California,  256-257. 

Organization  of  military  school,  22. 

Organization  of  summer  camps  for  high-school  students,  288-289. 

Orton,  Prof.  Edward,  of  Ohio  State  University,  1,  184,  186. 


366  INDEX 

Pace  scale,  218-219. 

Panoramic  sketching,  214-217. 

Partridge,  Capt.  Alden  M.,  9,  10. 

Peace,  Love  of,  encouraged  by  military  training,  82,  278-279. 

Peekskill  State  Range,  Shooting  at,  276. 

Penalties  for  breaches  of  discipline,  72-73,  74-80. 

Philippines,  Administration  of,  by  military  men,   125-126. 

Physical  development  of  cadets,  34-35,  104-105,  238. 

Physical  endurance  of  boys,  133-134. 

Physical  training  compulsory  in  state  of  New  York,  349-350. 

Physical  value  of  military  training,  101-111. 

Plattsburg  military  camp,  106,  343,  344. 

Pontoon  bridge,  94. 

Popularity  of  military  training,  143-144. 

Practise  rod,  275-276,  279. 

Preparatory  schools,  Scope  of  military  training  in,  193-194. 

Preparedness,  326-329,  340. 

Profane  language,  266. 

Proficiency  acquired  In  summer  camps,  289. 

Promotion,  70,  160-161,  257. 

Protection  of  weak,  256-260. 

Psychologist,  Consulting,  50. 

Public  Schools*  Athletic  League  of  New  York  City,  273. 

Public  schools,  Course  of  military  instruction  in,  237-242, 

Purity,  266. 


Qualifications  of  cadet  officers,  157-159. 

Questionnaire  sent  to  schools  and  colleges,  92-93,  196-205,  307-312, 

Range  practise,  276-277. 

Reaction  against  discipline,  124. 

Reason  combined  with  obedience,  120-123. 

Regiments,  Reserve,  bearing  name  of  college,  178-182. 

Registration  in  California,  257. 

Relation  of  cadet  officers  to  other  cadets,  57-58. 

Religious  duties  of  cadets  in  California,  263-264. 


INDEX  367 

r.emuneration  of  army  officers  actlog  as  military  instmctors, 

297-208,  300. 
Remuneration  to  teachers  in  California,  269. 
Keserve  officers,  170-105. 

Iteserve  Officers'  Training  Corps  In  England,  320-323. 
Ileserve    Officers'    Training   Corps    of    the    United     States, 

1S2-1S8,  191-195. 
Ileserve  regiments  bearing:  name  of  college,  178-182. 
Responsibility  developed  through  military  training, 

112-113,  119-120. 
Responsibility  of  cadet  officers,  55,  154-155. 
Restriction,  Feeling  of,  produced  by  military  discipline,  124. 
Results  of  military  training  limited  in  day  schools,  109. 
Jletired  officers  of  the  regular  army  as  military  instructors, 

298-300. 
Rewards,  70-72. 

Richmond,  Virginia,  high  schools.  Military  training  in,  140. 
mne,  Carbon,  108. 
mae  clubs,  267. 

]iifle  practise,  31,  130,  131,  270-294. 
Rifle  team  organization,  271. 
Rifles,  Instruction  in  use  of,  213. 
Rifles,  Issue  of  by  government,  24-251,  300-301. 
Rifles,  Precautions  used  in  handling,  90-91. 

Rifles,  Test  to  determine  boy's  ability  to  handle,  107-108,  2C9-240. 
Rock  Island  Arsenal,  249. 

Rules  for  government  of  high-school  cadets  In  California,  252-269. 
Rules,  Rigid  enforcement  of,  66-69. 


tSacramento,  California,  Call,  87-S8. 

••Safety  first"  Impressed  on  boy  in  use  of  firearms,  89-90. 

Salt  Lake  City  high  schools.  Military  training  in, 

11,  118,  141,  115,  165,  243-245,  280. 
Sand  table,  219-222. 
Sargent,    Dr.    Dudley    Allen,    opposed    to    mllitnr}'    training, 

101,  106,  107. 
Scale,  Pace,  218-219. 


368  IJNDiJJA. 

Schedule,  Daily,  of  Military  schools,  38-39. 

Scholarship  units,  228. 

School  discipline  insufficient,  113-114. 

Schools,  Military  training  in,  see  High  schools,  Military 

training  in. 
Schools  for  training  reserve  officers,  178. 
Schurman,  President  Jacob  Gould,  of  Cornell,  1. 
Science,  Bachelor  of,  324. 
Selection  of  cadet  officers,  55-57,  155-160. 
Senior  units,  193. 

Service,  the  ideal  ever  before  the  cadet,  85-86. 
Service  uniform  for  high-school  use,  166-167. 
Sharpshooters,  274. 
Sheridan  militaiy  camp,  106. 
Shooting  gallery.  Construction  of,  271-272. 
Sickels,  Lieutenant  R.  G.,  341. 
Signal  corps,  176. 
Signaling,  222-223. 

Sincerity  necessary  in  military  training,  90-91. 
Sketching,  Panoramic,  214-217. 
Sketching,  Topographical,  217-219. 
Bmall  Arms  Firing  Manual,  271. 

South  Carolina  Military  Academy,   see  ''Citadel,  The.'' 
Spanish-American  War,  175. 

Special  schools  for  the  training  of  reserve  officers,  178. 
Spiritual  life  of  cadets,  37. 
Sportsmanship,  265. 
Springfield  Armory,  249. 
Squad  movements,  211-213. 
State  aid  for  uniforms,  165. 
Steever,  Lieut.  Edgar  Z.,  91-92,  108,  110,  117,  118,  123, 

124,  128,  130,  131,  134,  146,  155,  108,  191,  205,  226, 
Stevens*  semi-military  musket,  272. 
Studies  not  interfered  with  by  military  training,  94. 
Study  hours,  46-47. 

Study  in  relation  to  drill,  46-47,  94-96,  139-140. 
Sub-target  gun  machines.  Value  of  practise  on,  274,  278. 


I 


INDEX 


Success  of  military  training  camps,  345. 

Summer  camps,  see  Camps. 

Summerall,  Maj.  C.  P.,  340. 

Supply  corps,  170. 

Swiss  military  system,  348-349. 

T.irget  practise,  130-131,  206. 

Targets,  2S3-2S4. 

Teachers,  see  Instructors. 

Technical  and  military  course,  Combination,  324-325. 

Temporary  commission  as  second  lieutenant  in  regular  army, 

feature   of  training  corps  for   reserve   officers,   102-193. 
Tests,  Mental,  50. 
Thayer,  Col.  Sylvanus,  9. 

Thomas,  Brigadier  General  C.  W.,  115-116,  253,  281. 
Thompson,  President  William  O.,  of  Ohio  State  University, 

1,  1S8-100. 
Thurston,  Col.  N.  B.,  276. 
Time  devoted  to  drill,  144-146. 
Tobacco,  Use  of,  232,  233,  236,  204,  277-278. 
Tobyhanna,  Encampment  at,  339. 
Topographical  sketching,  217-219. 
Tournaments,  22S-220. 

Training  corps  for  reserve  officers,  182-188,  191-195,  320-323. 
Training  of  cadet  officers,  57,  101-162. 
Troop  leadership.  Game  of,  128-130. 
Troop  leadership  competitions,  231. 
Troop  leadership  units,  228. 
Truancy  kept  down  by  interest  in  military  training,  100. 

Undergrndnate  batteries  at  Tale,  Organization  of,  336-340. 

Uniform,  163-169,  258-259,  303-304. 

Tniform,  Effect  of,  103,  140,  163-164. 

Uniforms,  Expense  of.  In  California,  268. 

Uniforms,  State  aid  in  furnishing,  165,  236. 

United  States  School  of  Musketry,  Fort  Sill,  Oklahoma,  217. 

Units,  Competitive,  99-100,  117-118,  146,  224-236. 


370  INDEX 

Units,  Junior,  193. 
Units,  Senior,  193. 

Value  of  military  training,  20-21,  127-138,  173-175,  196-205. 

Vermont,  University  of,  341. 

Violation  of  rules,  54. 

Virginia  Military  Institute,  10,  11,  14,  17,  22,  82,  127,  1C3,  173-174. 

Visual  signaling,  222-223. 

Voluntary  versus  compulsory  military  training  in   high 

schools,  141-143. 
Volunteer  officers,  170-195. 

Wall-scaling  squads,  224-226,  228. 

War  Department,  Certificate  issued  to  graduates  of  military 

schools  and  colleges,  295-296. 
War  Department,  Interest  in  work  at  Yale,  338-339. 
War,  European,  320. 

Washington,  D.  C,  Military  training  in,  11,  142,  230-232. 
Weak  have  equal  chance  with  strong  in  Wyoming  plan,  224-226. 
Weak,  Protection  of,  underlying  principle  of  military  training, 

265-266. 
Webster,  Major  F.  D.,  313. 
West  Point  Military  Academy,  8-9. 

Academic  efficiency,  48. 

Barracks,  42. 

Cadets,  Splendid  physique  of,  101-103. 

Calisthenics,  System  of,  102-103. 

Division  of  classes,  51. 

Graduates  in  civil  life  as  well  as  military,  82-83. 

Hazing,  64. 

Honor  of  cadets,  117. 

Influence,  9. 

Officers,  Number  graduated,  172. 

Standards,  21. 
West  Point  of  the  Confederacy,  see  Virginia  Military  Acadernj/. 
Whitney  Trophy,  275. 
Will  power  developed  by  military  training,  118, 


■ 


INDEX 


Wilson,  Major  H.  C,  276. 

Wilson,  President  Woodrow,  Address  to  Culver  Black  Horse 

Troop,  85-86. 
Wilson,  President  Woodrow,  Message  of,  326-327. 
Winchester  Winder  musket,  272. 
Wingate,  General  George  W.,  130,  273. 
Wingate  Trophy,  275. 

Wood,  General  Leonard,  134,  291,  313,  326-331,  333,  337,  342. 
Wyoming  high  schools.  Military  training  in,  11,  91,  92,  98, 

99,  110,  114,  117,  118,  123,  124,  131,  134,  141,  144,  155,  160, 

165,  191,  205,  224-236. 

Tale  Alumni  Weekly,  336. 

Yale  University,  Military  training  in,  15,  175,  336-340. 


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•  2-month  loans  may  be  renewed  by  calling 
(510)642-6753 

•  1  -year  loans  may  be  recharged  by  bringing 
books  to  NRLF 

•  Renewals  and  recharges  may  be  made 
4  days  prior  to  due  date 

DUE  AS  STAMPED  BELOW 


DD20  12  M   1-05 


U   C   BERKELEY  LIBRARIES 


5'^'  ^,7y 


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G5 


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THE  UNIVERSITY  OF  CAUFORNIA  LIBRARY 


